Lesson 15: Modeling with linear and exponential functions Objectives Given a problem situation, students will create and compare linear and exponential models with ___ out of ___ correct on an exit ticket. Focused Mathematical Practices MP 1: Make sense of problems and persevere in solving them MP 4: Model with mathematics Vocabulary Common Misconceptions/struggles Representing visual or concrete representations abstractly Concepts Skills Material/ Suggested Assessment CCSS What students will know What students will be able to do Resource Pacing Check Point F.BF.1a: Write a Review Review MVP 4.6 1 block 4.7 Set (plus function that describes Linear functions grow by Write a linear or provide a relationship between equal differences over exponential function to similar two quantities. equal intervals represent a problem examples Determine an explicit Exponential functions situation that are linear) expression, a recursive grow by equal factors Identify/describe the process, or steps for over equal intervals pattern of change in an calculation from a New exponential or linear context. function represented as a Linear and exponential table, equation, graph, or functions can be used to F.BF.2: Write arithmetic description model real world and geometric situations. One type of Represent a linear or sequences both function may be more exponential function as a recursively and with an appropriate to model a table or graph (and explicit formula, use situation, depending on equation) them to model the pattern of change. New situations, and translate Determine which type of between the two forms. function is best used to model a problem F.LE.1: Distinguish situation.
Lesson 15: Modeling with linear and exponential functions Objectives Given a problem situation, students will create and compare linear and exponential models with ___ out of ___ correct on an exit ticket. Focused Mathematical Practices MP 1: Make sense of problems and persevere in solving them MP 4: Model with mathematics Vocabulary Common Misconceptions/struggles Representing visual or concrete representations abstractly CCSS Concepts What students will know Skills What students will be able to do Material/ Resource Suggested Pacing Assessment Check Point F.BF.1a: Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context. F.BF.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. F.LE.1: Distinguish Review Linear functions grow by equal differences over equal intervals Exponential functions grow by equal factors over equal intervals New Linear and exponential functions can be used to model real world situations. One type of function may be more appropriate to model a situation, depending on the pattern of change. 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) New Determine which type of function is best used to model a problem situation. MVP 4.6 1 block 4.7 Set (plus provide similar examples that are linear)
Function%20and%20Modeling%20Unit%202%20Curriculum%20Guide.docx