relative to another. F.LE.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). Lesson 14: Distinguishing between linear and exponential functions Objectives Given a table, equation, graph, or description, students will reason whether it represents a linear or exponential function (or neither) with ____ out of ____ correct on an exit ticket. Given a table, description, graph, or diagram, students will express a linear or exponential function as an equation (**this objective will be spiraled into many lessons, students should be building on their ability to do this throughout the unit) Focused Mathematical Practices MP 2: Reason abstractly and quantitatively MP 3: Construct viable arguments and critique the reasoning of others Vocabulary Common Misconceptions/struggles Concepts Skills Material/ Suggested Assessment CCSS What students will know What students will be able to do Resource Pacing Check Point F.LE.1: Distinguish Review Review MVP 4.4 1 block 4.4 Set between situations that Linear functions grow by Write a linear or 4.6 Ready can be modeled with equal differences over exponential function to #1-6 linear functions and equal intervals represent a problem with exponential Exponential functions situation functions. grow by equal factors Identify/describe the a. Prove that linear over equal intervals pattern of change in an functions grow by equal New exponential or linear differences over equal function represented as a intervals, and that table, equation, graph, or exponential functions description grow by equal factors Represent a linear or over equal intervals. exponential function as a b. Recognize situations table or graph (and in which one quantity equation)
relative to another. F.LE.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). Lesson 14: Distinguishing between linear and exponential functions Objectives Given a table, equation, graph, or description, students will reason whether it represents a linear or exponential function (or neither) with ____ out of ____ correct on an exit ticket. Given a table, description, graph, or diagram, students will express a linear or exponential function as an equation (**this objective will be spiraled into many lessons, students should be building on their ability to do this throughout the unit) Focused Mathematical Practices MP 2: Reason abstractly and quantitatively MP 3: Construct viable arguments and critique the reasoning of others Vocabulary Common Misconceptions/struggles CCSS Concepts What students will know Skills What students will be able to do Material/ Resource Suggested Pacing Assessment Check Point F.LE.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 Review Linear functions grow by equal differences over equal intervals Exponential functions grow by equal factors over equal intervals New Review Write a linear or exponential function to represent a problem situation Identify/describe the pattern of change in an exponential or linear function represented as a table, equation, graph, or description Represent a linear or exponential function as a table or graph (and equation) MVP 4.4 1 block 4.4 Set 4.6 Ready #1-6
Function%20and%20Modeling%20Unit%202%20Curriculum%20Guide.docx