pattern to the explicit Using a Jigsaw approach, form new groups and have students compare representation of the pattern. answers. Complete a whole class final debrief of problems 1-10 from Part Though it is difficult to see III of the Pennies” handout. “Savings students struggle, take the time Extension to allow them to process what Assign either problem 4, 5 or 6 to the student groups. they are doing and ask The group members should create a scatter plot of their assigned problem questions of themselves and on the attached grid. ( page 24) After completing the scatter plot, instruct each other to discover the students to sketch a curve which contains the points on the scatter plot. pattern and make Groups should display their scatter plots. generalizations. Encourage Ask students to share their observations about the behavior of the students to demonstrate the displayed curves. Note: This is simply to make connections; students are following characteristics of not expected to be able to graph an exponential function at this point. mathematically proficient students. Formative Assessment Characteristics Provide students with several additional situations for they will write an Notice if and when exponential expression. This could be done on individual white boards, with calculations are repeated. students at boards around the room, or simply on their paper for teacher Look for general methods observation. and shortcuts. Notice regularity in the way values are rearranged or manipulated to simplify and provide structure. Maintain oversight of the process while attending to the details.
pattern to the explicit representation of the pattern. Though it is difficult to see students struggle, take the time to allow them to process what they are doing and ask questions of themselves and each other to discover the pattern and make generalizations. Encourage students to demonstrate the following characteristics of mathematically proficient students. Characteristics Notice if and when calculations are repeated. Look for general methods and shortcuts. Notice regularity in the way values are rearranged or manipulated to simplify and provide structure. Maintain oversight of the process while attending to the details. Using a Jigsaw approach, form new groups and have students compare answers. Complete a whole class final debrief of problems 1-10 from Part III of the “Savings Pennies” handout. Extension Assign either problem 4, 5 or 6 to the student groups. The group members should create a scatter plot of their assigned problem on the attached grid. ( page 24) After completing the scatter plot, instruct students to sketch a curve which contains the points on the scatter plot. Groups should display their scatter plots. Ask students to share their observations about the behavior of the displayed curves. Note: This is simply to make connections; students are not expected to be able to graph an exponential function at this point. Formative Assessment Provide students with several additional situations for they will write an exponential expression. This could be done on individual white boards, with students at boards around the room, or simply on their paper for teacher observation.
AI_U1_LP_ExponentialRelationships.docx