Lesson 16: Interpreting linear and exponential functions #1 Objectives Given a representation of a linear or exponential function, students will interpret features of a model 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 1: Make sense of problems and persevere in solving them MP 2: Reason abstractly and quantitatively MP 4: Model with mathematics Vocabulary Common Misconceptions/struggles Difficult contexts (prepare for MP 1 strategies) Concepts Skills Material/ Suggested Assessment CCSS What students will know What students will be able to do Resource Pacing Check Point A.SSE.1: Interpret Review Review MVP 4.7 1 block 4.8 Set #8 (provide a expressions that Linear functions grow by Write a linear or similar represent a quantity in equal differences over exponential function to exponential terms of its context. equal intervals represent a problem example) situation Exponential functions A.CED.2: Create grow by equal factors Represent a linear or equations in two or over equal intervals exponential function as a more variables to Linear and exponential table or graph (and represent relationships functions can be used to equation) between quantities; model real world New graph equations on situations. One type of Interpret parts of a linear coordinate axes with function may be more or exponential model labels and scales. appropriate to model a situation, depending on F.LE.5: Interpret the the pattern of change. parameters in a linear New
Lesson 16: Interpreting linear and exponential functions #1 Objectives Given a representation of a linear or exponential function, students will interpret features of a model 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 1: Make sense of problems and persevere in solving them MP 2: Reason abstractly and quantitatively MP 4: Model with mathematics Vocabulary Common Misconceptions/struggles Difficult contexts (prepare for MP 1 strategies) CCSS Concepts What students will know Skills What students will be able to do Material/ Resource Suggested Pacing Assessment Check Point A.SSE.1: Interpret expressions that represent a quantity in terms of its context. A.CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. F.LE.5: Interpret the parameters in a linear Review Linear functions grow by equal differences over equal intervals Exponential functions grow by equal factors over equal intervals 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. New Review Write a linear or exponential function to represent a problem situation Represent a linear or exponential function as a table or graph (and equation) New Interpret parts of a linear or exponential model MVP 4.7 1 block 4.8 Set #8 (provide a similar exponential example)
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