Exponents Portfolio (Total points = 12 points)

Due Dates and Test Dates

● Portfolio Due on Thursday Nov 2nd
● Exponents Test Part 1 on Thursday Nov 2nd will be open notes
● Exponents Test Part 2 Due on Monday Nov 6

Things you should know to be successful with the portfolio:

● Instructions for completing:
○ 1. Make a copy of the portfolio
○ 2. Answer all questions and upload artifacts (evidence). Make sure that pictures of your work are clear and that I can see
them. Examples of beautiful work from last year: ​Example 1​, ​Example 2​, and ​Example 3
○ 3. Upload to your DP
○ 4. Submit the link on EDMODO in the Exponents Unit Portfolio Assignment
● Link to ​assignments​.
● How to paste a gif into google docs

Unit Summary
Learning Statement
Tell the story of how you made sense of the different concepts throughout this unit. Be sure to hit all of the following talking points, and
include all activities/worksheets that are applicable. Be sure to address a habit of a mathematician and one problem you might have
grappled with. ​You must use artifacts (in class activities and problem sets, notes, class discussions) from this unit as evidence.

1. Exponent Rules
a. Describe how you made sense of the exponent rules. (Pick two artifacts to include)
i. Exponents Review
ii. Exponent Rules and Practice
iii. Evaluating Exponents
b. Find/Create an appropriate meme or animated gif to describe your preparedness with these types of problems.
 2. Exponential Growth and Decay Models
a. Describe how you made sense of exponential growth and decay models. (Pick two artifacts to include)
i. Exponential Growth and Decay Rate
ii. Compounding with 5% Interest
iii. Continuous Compounding
iv. Population and Food Supply (Required for discussion)
b. Find/Create an appropriate meme or animated gif to describe your preparedness with these types of problems.

3. Forms of Exponential Equations (Last Assignment on Board)

a. Describe how you made sense out of the Forms of Exponential Equation.
i. Forms of Exponential Expressions
b. Find/Create an appropriate meme or animated gif to describe your preparedness with these types of problems.

Unit Summary Answers Here

Beautiful examples (Your assignment Amazing Narratives How I feel about my
work here! Evidence) preparedness for:

Exponent Rules
The basic exponent rules are: ​product rule, quotient rule,
zero exponent rule, power rule, expanded power rule, and
negative exponent rule.​ These rules and equations are
used to combine exponents.

The basic parts of an exponent are the base and the

exponent. The base number is the number being raised to
a power. The exponent is the number stating the amount of
times you multiply the base by itself.

For example:

3​4
 - The base number of this exponent is 3. The
exponent number is 4.
- In order to solve the equation, you would multiply 3
by itself, 4 times.
3x3x3x3
- The answer to this problem would be:
​
3​4 = 81

In this unit, I was able to understand the basic parts of an

exponent. I know how to multiply, divide, add, and subtract
exponents. I just get confused with when you’re supposed
to do it.

For example in the equation:

a​10 ​x a​2

What you would do in this equation is add the exponents

(10 + 2) to find the final exponent to solve the problem. So
the answer to this problem would be:

a​12

And another example of an equation is:

(b​2​)​10

To solve this equation, because there’s parentheses, you

would multiply, instead of adding. You would multiply the
exponents inside and outside of the parentheses (2 x 10).
The answer to this problem would be:
 b​20

Between these two different rules is where I get confused

the most. I feel confused in which one I'm supposed to add
the exponents, and which one I’m supposed to multiply the
exponents. The reason why is because normally
parentheses means you multiply. But other than that, I feel
like understand exponent rules very well.

The habit of a mathematician I used with this problem is:

Be confident, patient, and persistent​. Because I got
confused between the two rules, I just had to be patient
and practice the problems more and more, until I actually
understood how to do the problems, and remembered
which rule I had to multiply with and which rule I had to add
with.

Exponential Growth and Decay

Models The formula for exponential growth/decay is:
y = ab​x

In this equation, ​a​ is the initial amount of a problem (when x

is equal to 0), ​b ​is the base (the factor by which the
population grows every time x increases).

Example:
y= 2(3)​x
Table

x y

0 2

1 6

2 18

In this table, the initial number is 2 (when x=0). So we know

a is 2. B is 3 because its the factor the number goes up by
every time (2x3=6, 6x3=18). X is just the numbers given in
the table.

In this unit, the part I struggled with the most is actually

understanding the parts of the equation and how you got to
them. I understand finding ​a​ (the initial), but I got confused
with the factor the most. I got confused on how to find ​b
(the factor).

Through using the habit of a mathematician: ​Seek why and

prove​, I was able to work through and understand the
formula better. I learned that ​b​ of the equation is the
constant number you use the power of ​x​ with, to help solve
the problem. I also noticed that when you find ​y​ for a
number of ​x​, using that ​y​, you could just multiply it by ​b​, to
find ​y​ for the next number (x). For example, in the table
above, when ​x​ equals 1, ​y​ equals 6. And when ​x​ equals 2,
y​ equals 18. As you can notice, the ​y​ values are 2, 6, and
18. All you had to do is multiply 2 by ​3​ to get 6, and 6 by ​3
to get 18. So you can also just multiply the ​y​ values by ​b​ to
get the next value of ​y.​ This shows that I also used the
habit of a mathematician: ​Look for Patterns.
Forms of Exponential Equations In this unit, we learned about a lot of different exponential
equations and how to rewrite them in ways that makes the
problem easier to solve. With exponents, problems are kind
of challenging, so changing the equation, made the
problems easier and simpler to understand, instead of it
looking complicated. The way to change these equations is
to simplify it algebraically.

An example of a problem we worked on in class is:

R(d) = 7.35 (½)​d/2

√1/2 d ​= 0.707
Because (½)​d/2 ​equaled √1/2 d​, we were able to change it to
0.707. Now we simplified the equation to:
R(d) = 7.35 (0.707)

In this unit, I feel like I struggled a lot with understanding

the concept in general, and changing the equations.
Because there is so many steps, and numbers, and
symbols, I get confused on what to do, and how to
algebraically change or simplify the equation. So out of all
the topics and concepts we’ve been learning, I felt like this
was the most challenging.

The habit of a mathematician I used for this unit was:

Collaborate and Listen​. Because this was the most
challenging concept for me to learn, I worked with my peers
to be able to push through and work on these problems.
So, although I struggled a lot with this concept, I was still
able to understand how to simplify exponential equations in
order to make it easier solve.