*In this Calculation we must assume that because of the null hypotheses,. Results: Since there is significant evidence to reject the null hypotheses and conclude, instruction is effective. Using the graphic representation compiled from the raw data one finds that instruction appears to be effective. In addition when viewing the collected data one sees about 86% of the learners demonstrated their understanding at either a distinguished or proficient level, this also alludes to the same conclusion, as the graphic data, or that instruction appears to be effective. However, the learners still at the developing level require further direct instruction to mitigate the magnitude of conceptual misunderstanding. Help is urged and available for the learner to seek either before or after school based on whichever is more convenient for the learner and / or their guardian to arrange. Procedure Curricular Placement This year we have covered the transformations on lines, parabolas, exponential functions, and now we are moving to logarithmic functions Logarithmic and Exponential Functions Unit Time Line Section 1 2 3 4 5 6 Radical Logarithmic Equations Functions Applications Exponents, and Exponential Logarithmic of Topic rational and Equations Functions Section for Rules Exponential negative with Learning Functions Exponents Experience Class Time 2.5 Days 2.0 Days 3.0 Days 2.0 Days 1.0 Day 2.5 Days Required Diagnostic Assessment:
*In this Calculation we must assume that because of the null hypotheses,. Results: Since there is significant evidence to reject the null hypotheses and conclude, instruction is effective. Using the graphic representation compiled from the raw data one finds that instruction appears to be effective. In addition when viewing the collected data one sees about 86% of the learners demonstrated their understanding at either a distinguished or proficient level, this also alludes to the same conclusion, as the graphic data, or that instruction appears to be effective. However, the learners still at the developing level require further direct instruction to mitigate the magnitude of conceptual misunderstanding. Help is urged and available for the learner to seek either before or after school based on whichever is more convenient for the learner and / or their guardian to arrange. Procedure Curricular Placement This year we have covered the transformations on lines, parabolas, exponential functions, and now we are moving to logarithmic functions Logarithmic and Exponential Functions Unit Time Line Section 1 2 3 4 5 6 Topic Exponents, rational and negative Radical Equations and Equations with Exponents Exponential Functions Logarithmic Functions Section for Learning Experience Logarithmic Rules Applications of Exponential Functions Class Time Required 2.5 Days 2.0 Days 3.0 Days 2.0 Days 1.0 Day 2.5 Days Diagnostic Assessment: