Louisiana State University

Instructional Models

LSU Team: Hanna Jarboun and Fredrickia Mentor Teacher: Course: Algebra 1
Jackson

Date to be Taught: School: Classroom Number:

Time to be Taught: 90 minutes Grade Level: 9th grade Lesson Topic: Exponential Functions

Title of Lesson:
Introduction of Exponential Functions
● Each student will learn how to graph and write equations for exponential functions, including exponential growth and decay.
Source of Lesson:

https://sccmath.files.wordpress.com/2012/01/12x_3a_f2012.pdf

https://betterlesson.com/community/document/1014746/assignment-1-exponential-functions_answer_key_0001-pdf

Description of Concepts to be Taught (include a brief summary of why the lesson is important to students):

Exponential Functions- exponential function is a function whose value is a constant raised to the power of the argument, especially the function
where the constant is e.

Exponential Decay- Exponential decay describes the process of reducing an amount by a consistent percentage rate over a period of time and can be
expressed by the formula

Exponential Growth- Exponential growth is exhibited when the rate of change—the change per instant or unit of time—of the value of a
mathematical function is proportional to the function's current value, resulting in its value at any time being an exponential function of time, i.e., a
function in which the time value is the exponent.

Louisiana Grade Level Expectations (GLE’s):

NCTM/NSES Standards:
A1: A-CED Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear, quadratic, and
exponential functions.
A1: F-BF Write a linear, quadratic, or exponential function that describes a relationship between two quantities.
A1: F-LE A. Construct and compare linear, quadratic, and exponential models and solve problems.
1) Distinguish between situations that can be modeled with linear functions and with exponential functions.
a) Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over
equal intervals.
b) Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. c. Recognize situations in
which a quantity grows or decays by a constant percent rate per unit interval relative to another.
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).
3) Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or
(more generally) as a polynomial function.
A1: F-LE B. Interpret expressions for functions in terms of the situation they model. 5. Interpret the parameters in a linear, quadratic, or exponential
function in terms of a context
Student Learning Objectives:
-The students will be able to define exponential decay.
-The students will be able to graphically represent data.
-The students will be able to explain how the concepts apply to the real world.
-The students will be able to explain data collected in a clear and concise way.
-SWBAT : To identify, construct, and analyze simple exponential function

Safety Precautions:

Advanced Preparations:

Students will need access to a graphing calculator

ENGAGEMENT Approximate Time: 10 minutes

 What the Teacher Will Do
Students will be asked a few questions about
linear equations, as a refresher from the
previous week lesson on linear functions
The teacher will then show a quick compare
and contract of linear and exponential
functions before going into the guided notes
and full in-depth lesson.
Different Comparisons and Contrasts
Linear functions take the form y = mx + b.
An exponential function is in the form y = ax.
It is easy to see the difference between a
linear and exponential function on a graph.
The goal is for the students to see that:
Linear functions change at a constant rate per
unit interval. An exponential function changes
by a common ratio over equal intervals
TRANSITION
Eliciting Questions and Student Responses What the Students Will Do
What are linear functions? Students will complete the pre-assessment
Answer: A linear function is any function that
graphs to a straight line. What this means
mathematically is that the function has either one
or two variables without exponents or powers.
What is the equation for linear functions?
Answer: mx+b
Are linear functions the only functions that exist?
Answer: NO, there are other functions
Give me example of functions that you may have Students will answer questions asked by the
heard of before other than linear? teacher. The students shall understand that
linear functions increase or decrease at a
Potential Answers: constant rate. While exponential functions
Quadratic increase or decrease at a
Cubic increasing/decreasing rate.
Square-root
Exponential
What is the difference between the two tables?
Answers: One graph is increasing rapidly, the
other is increasing at a constant rate
 The teacher will transition by introducing the students to exponential functions by comparing and contrasting it to linear functions
What the Teacher Will Do
The teacher will pass out guided notes to each
student.
The guided notes will aid the students as they
learn exponential functions
(This should take 30-40 minutes)
*Worksheet Attached at the bottom, more
space is provided on actual worksheet
EXPLORATION Approximate Time: 30 minutes
Eliciting Questions and Student Responses What the Students Will Do
What are exponential functions? Students will complete guided notes
Exponential function is a function whose value alongside the teacher
is a constant raised to the power of the argument,
especially the function where the constant is e.
What are the important characteristics of the
exponential functions f(x) = 𝑎𝑎𝑎 ?
Answer:
𝑓(𝑓) = 𝑓𝑓𝑓
where a = the INITIAL VALUE
b = the base (b > 0 and b ≠ 1) also called the
GROWTH or DECAY FACTOR
What is exponential growth?
Exponential growth is exhibited when the rate
of change—the change per instant or unit of
time—of the value of a mathematical function is
proportional to the function's current value,
resulting in its value at any time being an
exponential function of time, i.e., a function in
which the time value is the exponent.
What is exponential decay?
Exponential decay describes the process of
reducing an amount by a consistent percentage
rate over a period of time and can be expressed
by the formula
TRANSITION
After completing the guided notes, the students will work on practice problems attached to the guided notes, then after completing the practice
problems, the students will be split into 6 groups to complete a gallery walk activity.
EXPLANATION Approximate Time: 10 minutes

What the Teacher Will Do
After completing the guided notes, students
will be put into groups to complete the You
Try portion of their notes. This gives the
students practice applying what they learned
during the notes portion of the lesson.
Eliciting Questions and Student Responses What the Students Will Do
Example of You Try Questions The students will be placed into their groups
by the teacher to start the You-try portion of
the guided notes

TRANSITION
After completing the guided notes, the students will work on practice problems attached to the guided notes, then after completing the practice
problems, the students remain in their groups to complete the activity.

ELABORATION Approximate Time: 30-40 minutes

What the Teacher Will Do Eliciting Questions and Student Responses What the Students Will Do
 After completing the you-try portion of the
guided notes, the students will remain in their
groups to complete mathematical gallery walk
activity.
The activity will ensure extra practice
regarding exponential functions.
(This activity will take 30-minutes)
The teacher will assign a student from each
group to write down their group's solutions on
the whiteboard in front of the class
The teacher will then assign another member
from each group to explain how their group
came up with the solution. The students should
explain clearly the steps
Example of Gallery Walk Question The students will be placed into their groups
by the teacher to start the activity
What were the steps that your group used to Two students will be handpicked by the
solve and find the exponential equations? teacher. One student will write down their
solution to the class.
Student Replies: The student will write down on
the board how they solved the problem. The
answer should include the components that make
up exponential equations. For questions with
graphs, the student should clearly show that they
knew how to label the x and y axis with the
correct information which was represented in a
table.
Explain in words the steps your group members Student selected will explain to the class in
used to solve the problem? full details what their group did to complete
the problem.
Student Replies: The student will explain in
words the steps they took in order to solve the
problem. The student should use vocabulary such
as increase and decrease, growth, decay, etc. that
they learned from the previous lesson.
TRANSITION

After the last group of students write down and explain the problem that was given to them to explain, the teacher will have the students degroup
and prepare to take their exit ticket.

EVALUATION Approximate Time: 5 minutes

What the Teacher Will Do Eliciting Questions and Student Responses What the Students Will Do
The teacher will hand out an Exit Ticket to Example of Exit Ticket Question The students will answer and complete the
each student exit ticket in 5 minutes.

The teacher will pick up the Exit Ticket at the

5 minute mark
LSU Team: Mentor Teacher: Lesson Topic:

Date to be Taught: School/Room:

Time to be Taught: Grade Level:

DATE Requested for Pick-up: DATE to be returned:

TIME Requested for Pick-up: TIME to be returned:

Items Requested # Requested # Returned

Graphing Calculators 35

Collected by ______________________________________ Date_____________

 Returned by ______________________________________ Date_____________

Name: ______________________________________
Date: _____________________________
Introduction to Exponential Functions Guided Notes
Exponential Functions are of the form
𝑓(𝑓) = 𝑓𝑓𝑓
where a = the INITIAL VALUE
b = the base (b > 0 and b ≠ 1) also called the GROWTH or DECAY FACTOR

Important Characteristics of the EXPONENTIAL FUNCTION f(x) = 𝑓𝑓𝑓

x represents the _________________ quantity
f(x) represents the _________________ quantity (where f(x) really just means “y”)
The graph of f(x) is in the shape of the letter “J” with y-intercept (0, a) and base, b (note that b is the same as the ______________________ from
previous examples)
● If b>1, the function is an ___________________ function and the graph ______________ from L to R
● If 0<b<1, the function is an ___________________ function and the graph __________________ from L to R
One way to identify the y-intercept is to evaluate f(0). In other words, substitute 0 for input (x) and determine output (y). Remember that y-intercept
and vertical intercept are the same thing.
Examples:
A. f(x) = 2(3)𝑓 is an exponential___________ function with y-intercept (0, 2) and base, b = 3
B. g(x) =1523(1.05)𝑓 is an exponential ____________ function with y-intercept (0, 1523) and base, b = 1.05
C. h(x) = 256(0.85)𝑓 is an exponential ____________ function with y-intercept (0, 256) and base, b = 0.85
D. k(x) = 32(0.956)𝑓 is an exponential ____________ function with y-intercept (0, 32) and base, b = 0.956
The graph of a generic Exponential Growth Function The Graph of a generic Exponential Decay
f(x) = 𝑓𝑓𝑓 , b > 1 Function f(x) = 𝑓𝑓𝑓 0 < b < 1

● Domain: All Real Numbers (all inputs) ● Domain: All Real Numbers (all inputs)

● Range: f(x)>0 (only outputs bigger than 0) ● Range: f(x) >0 (only outputs bigger than 0)

● X-intercept: None (graph does not cross x-axis) ● X-intercept: None (graph does not cross x-
● Y-intercept: (0, a) axis)
● Y-intercept: (0, a)

● Horizontal Asymptote: y = 0 (guiding line for the ● Horizontal Asymptote: y = 0 (guiding line
right side of the graph is the x-axis or y = 0) for the right side of the graph is the x-axis or
y = 0)

● Left to right behavior of the function: Y-values ● Left to right behavior of the function: Y-
______________________ values __________________
YOU TRY – CHARACTERISTICS OF EXPONENTIAL FUNCTIONS
Complete the table using the graphs to assist you. You should enter the graphs on your calculator as well using the screens below to help you.
● Functions are entered on the Y= screen
● Press WINDOW to change your values as shown below
● Press GRAPH to show the graph
What is the.. f(x) = 125(1.25)𝑓 g(x) = 125(.75)𝑓

Initial Value (a)?

Base (b)?

Domain?

Range?

X-intercept?

Y-intercept?

Horizontal Asymptote?

Increasing or Decreasing?

Draw Graph of the function

after plugging the equation
into your calculator
Examples Part 2: GIVEN INPUT FIND OUTPUT
With a partner, use the functions f(x) = 125(1.25)𝑓 and g(x) = 125(0.75)𝑓 to respond to the questions below.
A. Find f(x) when x = 2.

B. Find g(x) when x = 2.

C. Find f(x) when x = -4.

D. Find g(x) when x = -4.

WRITING EXPONENTIAL EQUATIONS/FUNCTIONS
The growth of the population of a small city is shown in the following table:

Year Population

2000 12,545

2001 15,269

2002 18,584

2003

2004

2005

2006

2007

2008

Assume this growth is exponential. Let t = 0 represent the year 2000 and let “a” represent the initial population in 2000. Let “b” represent the ratio in
population between the years 2001 and 2000.
A. Write the equation of the exponential mathematical model for this situation. Round any decimals to two places. Be sure your final result uses
proper function notation.
B. Using this model, forecast the population in 2008 (to the nearest person).
C. Also using this model, determine the nearest whole year in which the population will reach 50,000.
Name:
Date:
Exponential Functions Gallery Walk
Problem 1:

Problem 2:
Problem 3:
Problem 4: