Handout: Unit Plan Template

Name: Drew Tattam Date: April 3rd

April 19th

UNIT INFORMATION

**Cut and paste this information from the applicable unit within your Long Term Plan**

Grade/Subject: 8th Grade Honors Algebra

Unit Name: Exponents

Length of Unit: 2 and a half weeks

UNIT STANDARD

**Cut and paste this information from the applicable unit within your Long Term Plan**

SWBAT determine a pattern when looking at sequences and use notation to describe
them
SWBAT write recursive and explicit formulas for sequences
SWBAT determine whether a sequence is arithmetic or geometric
SWBAT play a matching game in order to determine whether a sequence is arithmetic
Learning Goals or geometric
SWBAT compare the rate of change for simple and compound interest and determine if
a quantity grows by a constant percent rate
SWBAT model and solve problems using exponential growth
SWBAT compare linear and exponential models of population growth
SWBAT describe and analyze exponential decay models

Remedial Standards: 8.F.A.3. Interpret the equation y= mx + b as defining a

linear function, whose graph is a straight line; give examples of functions that are not
Remedial (R) linear. For example, the function A = s2 giving the area of a square as a function of its
side length is not linear because its graph contains the points (1,1), (2,4) and (3,9),
Enrichment (E) which are not on a straight line.
(to be completed after Enrichment Standards:
receiving diagnostic
assessment results) HS.F-IF.C.7.e. Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline, and amplitude.
 Engage NY exemplary lessons and units

Big Ideas Algebra Text Book Teacher Edition textbook that all students have access
Curricular to
Resources Mathalicious Lessons website of lessons that are hands-on and related to real life

Mentor Teacher has multiple worksheets, quizzes, exit tickets, and games already
made from previous years of teaching

Step 1: Creating Vision and Planning for Assessment

1st Unit Plan - GOAL

100% of students will achieve at least 90% mastery of standards for exponents and
exponential functions.

1st Unit Plan Planning For Assessment

How will I measure my 1st Unit Goal?

Will give a summative assessment to students that is are all fill in the blank. Students will
need to interpret information that is given and decide how to solve. There are questions
reviewing other standards such as writing the domain and range of a function while other
questions ask for students to evaluate for a given input of the function. Question 3 on the
assessment asks students to create a function for an exponential growth model, graph the
function, and evaluate for given inputs. Students will be presented multiple ways to solve
problems during instruction and may use any strategy they choose on the assessment.

How will I measure progress toward the 1st Unit Goal?

I will give exit tickets throughout the unit. The first exit ticket will be after day 1 and include
writing a formula for a sequence of numbers, interpreting inputs for a formula, and finding the
100th number of a sequence. Day 2 exit ticket will ask students to write an explicit and
recursive formula for a number sequence, find a specific term in a sequence, interpret what a
formula means, and listing five terms in a sequence. Day 3 exit ticket will include writing the
first three terms in a sequence, identifying sequences as geometric or arithmetic, and writing
an explicit formula for the sequence. Day 4 will not have an exit ticket. Day 5 asks students to
calculate interest rates on an amount of money and interpret the information to decide which
is the best choice. Day 6 has an exit ticket that requires students to write an explicit formula
for a sequence of numbers and interpret the formula to decide when the output will reach a
 certain number. The exit ticket for day 7 has students distinguish the difference between
linear and exponential growth, writes an explicit formula for each problem, and a description
of the variables used. Day 8 requires students to write a formula for exponential decay,
evaluate a specific input, and interpret the data to find when there would be one left. Day 9
and 10 will not have an exit ticket.

1ST Unit Plan Big Ideas

Integer Sequences

Recursive Formulas for Sequences

Arithmetic and Geometric Sequences

Rate of Change for Compound Interest

Exponential Growth

Exponential Decay

UNIT ASSESSMENT ALIGNMENT GUIDE

Standard # Aligne Grade

Points
Standard d Item Points Correct
Possible (%)
#s
HS.F-IF.A.2 Use function notations, evaluate
# 1.a,
functions for inputs in their domains,
d, e, f, 1 point
and interpret statements that use
g, 2.b, each
function notation in terms of a
d, g,
context.

HS.F-IF.A.1. Understand that a function from one

set (called the domain) to another
set (called the range) assigns to
each element of the domain exactly # 1.b,
one element of the range. If f is a 1 point
c, e, f,
function and x is an element of its each
domain, then f(x) denotes the output g,
of f corresponding to the input x.
The graph of f is the graph of the
equation y = f(x).

HS.F-IF.C.7.a. Graph linear and quadratic functions # 1.e 1 point

and show intercepts, maxima, and
 minima. each

HS.A-CED.A.1. Create equations and inequalities in

one variable and use them to solve
problems. Include equations arising 1 point
from linear and quadratic functions, # 2.a
and simple rational and exponential each
functions.

HS.F-BF.A.1.a # 2.c,
Determine an explicit expression, a
e, 3.a, 1 point
recursive process, or steps for
calculation from a context. b, c, d, each
e, f,

HS.F-IF.B.5. Relate the domain of a function to

its graph and, where applicable, to
the quantitative relationship it
describes. For example, if the
1 point
function h(n) gives the number of # 2.a
person-hours it takes to assemble n each
engines in a factory, then the
positive integers would be an
appropriate domain for the function.

HS.F-IF.B.6. Calculate and interpret the average

rate of change of a function
1 point
(presented symbolically or as a # 2.f,
table) over a specified interval. each
Estimate the rate of change from a
graph.
HS.F-LE.A.2. Construct linear and exponential
functions, including arithmetic and
geometric sequences, given a # 3.a,
1 point
graph, a description of a b, c, d,
relationship, or two input output each
e
pairs (include reading these from a
table).

HS.F-LE.A.3. Observe using graphs and tables

that a quantity increasing
1 point
exponentially eventually exceeds a # 2.f, h
quantity increasing linearly, each
quadratically, or (more generally) as
a polynomial function.
HS.F-LE.A.1. HS.F-LE.A.1. Distinguish between # 2.h,
situations that can be modeled with 3.a, b, 1 point
linear functions and with exponential c, d, e, each
functions. f

HS.A-REI.D.11. Explain why the x-coordinates of the # 2.g 1 point

points where the graphs of the
equations y = f(x) and y = g(x)
intersect are the solutions of the
equation f(x) = g(x); find the
solutions approximately, e.g., using
technology to graph the functions,
make tables of values, or find each
successive approximations. Include
cases where f(x) and/or g(x) are
linear, polynomial, rational, absolute
value, exponential, and logarithmic
functions.
 Step 2: Lesson Objectives

# of days
Standard Daily Lesson Objective(s)
Lesson Plan Notes
1 day = xx min.

HS.F-IF.A.2 Use function notations,
evaluate functions for inputs in their
domains, and interpret statements that use
function notation in terms of a context.
HS.F-IF.A.1. Understand that a function
from one set (called the domain) to another
set (called the range) assigns to each
element of the domain exactly one element
of the range. If f is a function and x is an
element of its domain, then f(x) denotes the
output of f corresponding to the input x.
The graph of f is the graph of the equation
y = f(x).
HS.F-IF.C.7.a. Graph linear and quadratic
functions and show intercepts, maxima,
and minima.
HS.A-CED.A.1. Create equations and
inequalities in one variable and use them to
solve problems. Include equations arising
from linear and quadratic functions, and
simple rational and exponential functions.
SWBAT determine a pattern when
looking at sequences and use notation
to describe them
SWBAT write recursive and explicit
formulas for sequences
SWBAT determine whether a sequence
is arithmetic or geometric
SWBAT compare the rate of change for
simple and compound interest and
determine if a quantity grows by a
constant percent rate
SWBAT model and solve problems
using exponential growth
SWBAT compare linear and exponential
models of population growth
SWBAT describe and analyze
exponential decay models
Each lesson is taught Use tables and graphs to find patterns within
for 1 day and 70 sequences
minutes each
Trial and error to come up with a formula for different
types of sequences
A total of 10 days will Use peer tutoring in order to see multiple ways to
be used to teach the create formulas
daily lesson
objectives Make a t-chart to define arithmetic and geometric
sequences
.
Show graphs of compound interest
Use real life examples of compound interest
Use tables to find constant percent rate
Provide context problems for growth and decay and
relate to graphs of other exponential models done
previously

HS.F-BF.A.1.a Determine an explicit

expression, a recursive process, or steps
for calculation from a context.
HS.F-IF.B.5. Relate the domain of a
function to its graph and, where applicable,
to the quantitative relationship it describes.
For example, if the function h(n) gives the
number of person-hours it takes to
assemble n engines in a factory, then the
positive integers would be an appropriate
domain for the function.

HS.F-IF.B.6. Calculate and interpret the

average rate of change of a function
(presented symbolically or as a table) over
a specified interval. Estimate the rate of
change from a graph.

HS.F-LE.A.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).

HS.F-LE.A.3. Observe using graphs and

tables that a quantity increasing
exponentially eventually exceeds a quantity
increasing linearly, quadratically, or (more
generally) as a polynomial function.

HS.F-LE.A.1. Distinguish between

situations that can be modeled with linear
functions and with exponential functions.

HS.A-REI.D.11. Explain why the x-

coordinates of the points where the graphs
of the equations y = f(x) and y = g(x)
intersect are the solutions of the equation
f(x) = g(x); find the solutions approximately,
e.g., using technology to graph the
functions, make tables of values, or find
successive approximations. Include cases
where f(x) and/or g(x) are linear,
polynomial, rational, absolute value,
exponential, and logarithmic functions.

Unit Review and Assessment SWBAT review for the quiz using an interactive Two days for review
whole group game and by completing individual
worksheets. One day for
assessment
I will be circulating the room and providing
feedback as well as able to pull small groups that
need more help.

TOTAL A total of 13 days and

910 minutes will be
used to present this
unit

STEP 3: Calendar
 CALENDAR OF DAILY OBJECTIVES

April 2017
Monday Tuesday Wednesday Thursday Friday

3 4 5 6 7

ASU Coursework Day

Standard: Standard: Standard: Standard: Standard:

HS.F-IF.A.2 HS.F-IF.A.2 HS.F-IF.A.2 HS.F-IF.A.2 HS.F-IF.A.2

HS.F-IF.A.1. HS.F-IF.A.1. HS.F-IF.A.1. HS.F-IF.A.1. HS.F-IF.A.1.

HS.F-IF.C.7.a HS.F-IF.C.7.a HS.F-IF.C.7.a HS.F-IF.C.7.a HS.F-IF.C.7.a

HS.A-CED.A.1. HS.A-CED.A.1. HS.A-CED.A.1. HS.A-CED.A.1. HS.A-CED.A.1.

HS.F-BF.A.1.a HS.F-BF.A.1.a HS.F-BF.A.1.a HS.F-BF.A.1.a HS.F-BF.A.1.a

HS.F-IF.B.5. HS.F-IF.B.5. HS.F-IF.B.5. HS.F-IF.B.5. HS.F-IF.B.5.

HS.F-IF.B.6. HS.F-IF.B.6. HS.F-IF.B.6. HS.F-IF.B.6. HS.F-IF.B.6.

HS.F-LE.A.2. HS.F-LE.A.2. HS.F-LE.A.2. HS.F-LE.A.2. HS.F-LE.A.2.

HS.F-LE.A.3 HS.F-LE.A.3 HS.F-LE.A.3 HS.F-LE.A.3 HS.F-LE.A.3

HS.F-LE.A.1. HS.F-LE.A.1. HS.F-LE.A.1. HS.F-LE.A.1. HS.F-LE.A.1.

HS.A-REI.D.11. HS.A-REI.D.11. HS.A-REI.D.11. HS.A-REI.D.11. HS.A-REI.D.11.

Daily Objective: Daily Objective: Daily Objective: Daily Objective: Daily Objective:

SWBAT determine a
pattern when looking at
sequences and use
notation to describe
them
SWBAT write recursive SWBAT determine SWBAT play a SWBAT compare the
and explicit formulas whether a sequence is matching game in order rate of change for
for sequences arithmetic or geometric to determine whether a simple and compound
interest and determine
sequence is arithmetic
if a quantity grows by a
or geometric constant percent rate
10 11 12 13 14

ASU Coursework Day Good Friday No School

Standard: Standard: Standard:

HS.F-IF.A.2 HS.F-IF.A.2 HS.F-IF.A.2

HS.F-IF.A.1. HS.F-IF.A.1. HS.F-IF.A.1.

HS.F-IF.C.7.a HS.F-IF.C.7.a HS.F-IF.C.7.a

HS.A-CED.A.1. HS.A-CED.A.1. HS.A-CED.A.1.

HS.F-BF.A.1.a HS.F-BF.A.1.a HS.F-BF.A.1.a

HS.F-IF.B.5. HS.F-IF.B.5. HS.F-IF.B.5.

HS.F-IF.B.6. HS.F-IF.B.6. HS.F-IF.B.6.

HS.F-LE.A.2. HS.F-LE.A.2. HS.F-LE.A.2.

HS.F-LE.A.3 HS.F-LE.A.3 HS.F-LE.A.3

HS.F-LE.A.1. HS.F-LE.A.1. HS.F-LE.A.1.

HS.A-REI.D.11. HS.A-REI.D.11. HS.A-REI.D.11.

Daily Objective: Daily Objective: Daily Objective:

SWBAT model and SWBAT compare linear SWBAT describe and

solve problems using and exponential analyze exponential
exponential growth models of population decay models
growth
17 18 19

Daily Objective: Daily Objective: Standard:

HS.F-IF.A.2 HS.F-IF.A.2 HS.F-IF.A.2

HS.F-IF.A.1. HS.F-IF.A.1. HS.F-IF.A.1.

HS.F-IF.C.7.a HS.F-IF.C.7.a HS.F-IF.C.7.a

HS.A-CED.A.1. HS.A-CED.A.1. HS.A-CED.A.1.

HS.F-BF.A.1.a HS.F-BF.A.1.a HS.F-BF.A.1.a

HS.F-IF.B.5. HS.F-IF.B.5. HS.F-IF.B.5.

HS.F-IF.B.6. HS.F-IF.B.6. HS.F-IF.B.6.

HS.F-LE.A.2. HS.F-LE.A.2. HS.F-LE.A.2.

HS.F-LE.A.3 HS.F-LE.A.3 HS.F-LE.A.3

HS.F-LE.A.1. HS.F-LE.A.1. HS.F-LE.A.1.

HS.A-REI.D.11. HS.A-REI.D.11. HS.A-REI.D.11.

Review day Review day Daily Objective:

SWBAT review for the
quiz using an
interactive whole group
game and by
completing individual
worksheets.
SWBAT review for the Unit Summative Assessment
quiz using an
interactive whole group
game and by
completing individual
worksheets.
Formative Assessments

Lesson 1

Exit Ticket

1. Consider the sequence given by a plus 8 pattern: 2, 10, 18, 26,

Shae says that the formula for the sequence is f(n) = 8n + 2. Marcus tells Shae that she is wrong because the formula for the
sequence is f(n) = 8n 6.

a. Which formula generates the sequence by starting at n = 1? At n = 0?

b. Find the 100th term in the sequence.

2. Write a formula for the sequence of cube numbers: 1, 8, 27, 64,

Lesson 2

Exit Ticket

1. Consider the sequence following a minus 8 pattern: 9, -1, -7, -15,

a. Write an explicit formula for the sequence

b. Write a recursive formula for the sequence

c. Find the 38th term of the sequence

2. Consider the sequence given by the formula a(n+1) = 5a(n) and a(1) = 2 for n1.

a. Explain what the formula means

b. List the first five terms of the sequence

Lesson 3

Exit Ticket

1. Write the first three terms in the following sequences. Identify them as arithmetic or geometric.

a. A (n+1) = A (n) 5 for n 1 and A (1) = 9

b. A (n+1) = A (n) 5 for n 1 and A (1) = 4

c. A (n+1) = A (n) 10 for n 1 and A (1) = 10

2. Identify each sequence as arithmetic or geometric. Explain your answer, and write an explicit formula for the sequence.

a. 14, 11, 8, 5,

b. 2, 10, 50, 250,

c. -, -3/2, -5/2, -7,2,

Lesson 4

Exit Ticket

1. A youth group has a yard sale to raise money for a charity. The group earns $800 but decides to put its money in the bank for
a while. Calculate the amount of money the group will have given the following scenarios:

a. Cool Bank pays simple interest at a rate of $%, and the youth group leaves the money in for 3 years

b. Hot Bank pays an interest rate of 3% compounded annually, and the youth group leaves the money in for 5 years

c. If the youth group needs the money quickly, which is the better choice? Why?

Lesson 5

Exit Ticket

1. Chain emails are emails with a message suggesting you will have good luck if you forward the email on to others. Suppose a
student started a chain email by sending the message to 3 friends and asking those friends to each send the same email to 3
more friends exactly one day after receiving it.

a. Write an explicit formula for the sequence that models the number of people who receive the email on the nth day.
(Let the first day be the day the original email was sent.) Assume everyone who receives the email follows the
directions.

b. Which day is the first day that the number of people receiving the email exceeds 100?

Lesson 6

Exit Ticket

Do the examples below require a linear or exponential growth model? State whether each example is linear or exponential, and write
an explicit formula for the sequence that models the growth for each case. Include a description of the variables you use.

1. A savings account accumulates no interest but receives a deposit of $825 per month

2. The value of a house increases by 1.5% per year

3. Every year, the alligator population is 9/7 of the previous years population

4. The temperature increases by 2 every 30 minutes from 8:00 am to 3:30 pm each day for the month of July

5. Every 240 minutes, of the rodent population dies

Lesson 7

Exit Ticket

1. A huge Ping-Pong tournament is held in Beijing with 65,536 participants at the start of the tournament. Each round of the
tournament eliminates half the participants.

a. If p(r) represents the number of participants remaining after r rounds of play, write a formula to model the number of
participants remaining.

b. Use your model to determine how many participants remain after 10 rounds of play

c. How many rounds of play will it take to determine the champion Ping-Pong player
Summative Assessment

1. Let f and g be the functions given by f ( x )=x 2 and f ( x )=xx

1
a. Find f ( ) , g (4), and g(3)
3
b. What is the domain of f?
c. What is the range of g?
d. Evaluate f (67 ) + g(67)
e. Compare and contrast f and f. How are they alike? How are they different?
f. Is there a value of x such that f ( x ) + g ( x ) =100 ? If so, find x. If not, explain why no such value exists.
2. A boy bought six guppies at the beginning of the month. One month later, the number of guppies in his tank had doubled. His
guppy population continued to grow in this same manner. His sister bought some tetras at the same time. The table below
shows the number of tetras, t, after n months have passed since they bought the fish.

n, months 0 1 2 3

t, tetras 8 16 24 32

a. Create a function g to model the growth of the boys guppy population, where g(n) is the number of guppies at the
beginning of each month and n is the number of months that have passed since he bought the six guppies. What is a
reasonable domain for g in this situation?
b. How many guppies will there be one year after he bought the six guppies?
c. Create an equation to determine how many months it will take to reach 100 guppies
d. Use graphs or tables to approximate a solution to the equation from part (c). Explain how you arrived at your
estimate.
e. Create a function, t, to model the growth of the sisters tetra population, where t(n) is the number of tetras after n

months have passed since she bought the tetras

f. Compare the growth of the sisters tetra population to the growth of the guppy population. Include a comparison of
the average rate of change for the functions that model each populations growth over time
g. Use graphs to estimate the number of months that will have passed when the population of guppies and tetras will be
the same
 h. Use graphs or tables to explain why the guppy population will eventually exceed the tetra population even though
there were more tetras to start with
i. Write the function g(n) in such a way that the percent increase in the number of guppies per month can be identified.
Circle or underline the expression representing the percent increase in the number of guppies per month.
3. Regard the solid dark equilateral triangle as Figure 0. Then, the first figure in this sequence is the one composed of three dark
triangles, the second figure is the one composed of nine dark triangles, and so on.
a. How many dark triangles are in each figure? Make a table to show this data.

N (Figure number)

T (# of dark
triangles)

b. Given the number of dark triangles in a figure, describe in words how to determine the number of dark triangles in the
next figure
c. Create a function that models this sequence. What is the domain of this function?
d. Suppose the area of the solid dark triangle in Figure 0 is one square meter. The areas of one dark triangle in each
figure form a sequence. Create an explicit formula that gives the area of just one of the dark triangles in the nth figure
in the sequence
e. The sum of the areas of all the dark triangles in Figure 0 is 1 m 2 ; there is only one triangle in this case. The sum
3 2
of the areas of all the dark triangles in Figure 1 is m . What is the sum of the areas of all the dark triangles in
4
the nth figure in the sequence? Is this total area increasing or decreasing as n increases?
f. Let P(n) be the sum of the perimeters of all the dark triangles in the nth figure in the sequence of figures. There is a
real number k so that P ( n+1 )=k P(n) is true for each positive whole number n. What is the value of k?