Sei sulla pagina 1di 19

Logarithm Unit Plan

Subject: Algebra 3

Standards:

A.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain
properties of the quantity represented by the expression.★

c. Use the properties of exponents to transform expressions for exponential functions. For
example, 8t can be written as 23t.

A.CED.1 Create equations and inequalities in one variable and use them to solve
problems. Include equations and inequalities arising from linear, quadratic, simple
rational, and exponential functions. ★

a. Focus on applying linear and simple exponential expressions. (A1, M1)

c. Extend to include more complicated function situations with the

option to solve with technology. (A2, M3)

A.REI.1 Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original equation
has a solution. Construct a viable argument to justify a solution method.

F.IF.4 For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given a
verbal description of the relationship. Key features include the following: intercepts; intervals
where the function is increasing, decreasing, positive, or negative; relative maximums and
minimums; symmetries; end behavior; and periodicity.★ (A2, M3)

a. Focus on linear and exponential functions. (M1)

b. Focus on linear, quadratic, and exponential functions. (A1, M2) F.IF.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.★

a. Focus on linear and exponential functions. (M1)

b. Focus on linear, quadratic, and exponential functions. (A1, M2) c. Emphasize the selection of
a type of function for a model based on behavior of data and context. (A2, M3)
factoring is reasonable, and indicating end behavior. (A2, M3) (+) h. Graph logarithmic
functions, indicating intercepts and end behavior.

F.BF.4 Find inverse functions.

a. Informally determine the input of a function when the output

is known. (A1, M1)

(+) b. Read values of an inverse function from a graph or a table, given

that the function has an inverse. (A2, M3)

(+) c. Verify by composition that one function is the inverse of another.

(A2, M3)

(+) d. Find the inverse of a function algebraically, given that the

function has an inverse. (A2, M3)

(+) e. Produce an invertible function from a non-invertible function by

restricting the domain.

(+) F.BF.5 Understand the inverse relationship between exponents and

logarithms and use this relationship to solve problems involving logarithms and exponents.

F.LE.1 Distinguish between situations that can be modeled with linear functions and with
exponential functions.★

● Show that linear functions grow by equal differences over equal intervals and that
exponential functions grow by equal factors over equal intervals.
● Recognize situations in which one quantity changes at a constant rate per unit
interval relative to another.
● Recognize situations in which a quantity grows or decays by a constant percent
rate per unit interval relative to another.

F.LE.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).★

F.LE.4 For exponential models, express as a logarithm the solution to abct


=dwherea,c,anddarenumbersandthebasebis2,10,ore; evaluate the logarithm using
technology.★
Objectives: Students will be able to solve logarithmic equations by applying the log properties.

Students will learn to solve when they have a log=log and then when a log=#. In the case where

they have a log=log they need to condense the logs so that there is one log on both sides of the

equation. Then when they have a log=# they need to convert it to an exponential equation.

Students should understand that exponents are the inverse operation of logarithms.

Materials: Guided notes/worksheet, checkup quiz, whiteboard review problems, ln and e

homework questions, growth and decay worksheet, Review sheet, and finally the final

assessment.

Timetable:

Day Lesson Activity

Monday Condensing and Expanding Lesson and Activity

Tuesday Condensing and Expanding Lesson or Activity

Wednesday Practice Whiteboard review

Thursday Review Day Worksheet

Friday Check up Quiz*

Monday Introduce Ln and e, converting, solving HW-Google Class

Tuesday Introduce Ln and e, converting, solving HW- Google Class

Wednesday Growth and Decay (1+r) Wrkst

Thursday practice Review

Friday Check-up (Final) Quiz*


Assignments and Activities: Two quizzes, growth and decay worksheet, ln and e homework

questions, condensing and expanding activity.

Reflection: Throughout this lesson I became good at reflecting on what the students needed

which is why this unit may have lasted so long. It seemed that every day I had to go over the

same thing. Onn the first day of the unit I introduced them to the properties of log and had them

do an activity, some people understood (because they remembered their radical properties) but

the majority of students had no idea what they were doing, and they were confused. When I saw

this, I dedicated the following day to review what I presented them and had a guided practice

day. The next day, Wednesday, I gave them a worksheet and had an independent practice day

and I noticed more and more students catching on, but some were still lost. On Thursday I had

a white board review that practiced what we had been doing all week and then on Friday when I

felt the majority of students had picked up on the concept, I quizzed them, my classes averaged

anywhere from 70% to 80%.

The following week I introduced them to ln and e which is another log but then I spent

another week reviewing the same properties with them. Quizzing them again at the end of the

week I noticed that my scores went up roughly by 10% once again. Although I spent two weeks

on almost the same thing I believe that it was well worth the time because looking ahead if they

do not understand this then they will not understand the fun, coding unit that they will move into

once I leave.
Lesson Title: Properties of Logarithms

Lesson Summary: Students will learn different properties of logarithms which will help them
write the equations in different forms that will help them solve logarithmic and exponential
equations.

Subject: Algebra III

Length of Time: 2 days

District, State, National Standard Covered:

A.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain
properties of the quantity represented by the expression.★

c. Use the properties of exponents to transform expressions for exponential functions. For
example, 8t can be written as 23t.

A.CED.1 Create equations and inequalities in one variable and use them to solve
problems. Include equations and inequalities arising from linear, quadratic, simple
rational, and exponential functions. ★

a. Focus on applying linear and simple exponential expressions. (A1, M1)

c. Extend to include more complicated function situations with the

option to solve with technology. (A2, M3)

A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations.★

d. While functions will often be linear, exponential, or quadratic, the types of problems should
draw from more complicated situations. (A2, M3)

A.REI.1 Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original equation
has a solution. Construct a viable argument to justify a solution method.

Lesson Objectives: Students will be able to use the product, quotient, and power rule of
logarithmic expressions to write the expression in different forms that will help them solve for x.

Materials Needed: Notes, pencil, stations materials.


Procedures:

Opening: Present the students with guided notes/worksheet and teach them the
product, quotient, and power rule. (Guided Practice) I will go over three examples and then
they will try three on their own.

Body (Independent Practice): I will have 3 stations each containing 5 problems.


Station 1 will have questions pertaining to the product rule, Station 2 - quotient rule, station 3 -
power rule. (to keep groups smaller, I may make 6 stations but we will only go through three
rotations because I’ll use the same 3 stations twice) This will be their assessment of where they
are at regarding the material that was taught. They will also have groups that they are working
in but each student needs to hand in a paper with the questions and answers on them
separately.

Closing: If we have time the students will go back to their seat and I will have them
practice using the properties that they learned on the back of their notes/ worksheet I gave them
at the beginning of class to get a head start on the next day's lesson which is solving.
Assessments and Evaluations:

Differentiation: Students can work at their own pace as well as ask their classmates for help or
even me for help.

Technology: Calculators

Reflection: I gave about 10 minutes of instruction to introduce three properties and then
showed the students a couple examples of each. Then I had them break into groups and begin
the stations that I had planned but as soon as I got them into their groups, they seemed to
disregard my entire lesson thus causing a lot of questions to be asked and many students to be
confused. I decided to spend another day on the properties and when I did I saw a lot more
confusion and ended up devoting two weeks to these properties.
White Board Review

Condense:

log 4 3−log 4 6

log 8 2+log 8 a+ log 2 12

log 7 5+ log 7 7+ log 3 2

( log5 3+ log 5 5)−log 5 3

(5 ⋅ log 6 5)−( 3⋅ log 6 15)

Expand:

6
log 5
7

3
log x (4 ⋅ )
4

log 4 ¿

log 3 (3 7 ⋅ x 4 ⋅ y 5 )

5⋅ x ⋅ y
log 9
6

Solve:

log 8 x +log 8 ( x +6)=log 8 (5 x+12)

log 10 ( x−2)−log 10( 2 x−3)=log 10 2

log 2 (−4 x +2)=log 2 (5 x +2)

log 9(−3 x )−log 9 3=log 9 35

log 15 ( 4−p)=log 15 (−2 p+ 2)


log 9 n=1
7 ⋅ log 5 (x−4)=17
Log Review (Guided Review)

Definition of logarithm (converting):

Condensing

● __________________________

Expanding

● ___________________________

How do I condense and expand a logarithm? ______________________________________

Properties of Logarithms:

Product Property

Quotient Property

Power Property

How to Solve logarithmic equations (log=log):

● ______________________

● ______________________

● ______________________

How to Solve Exponential equations (log=#):

● ______________________

● ______________________

● ______________________
Definition of Log
Convert.
1) 2=log 4 ¿ 2) 4 x =13

Condense:
3) 2 ⋅log 3 4+ log 3 x 4) log 5 15−(2 ⋅log ¿¿ 5 5) ¿

Expand:
xy
5) log 2 ( ) 6) log 8 (3 ¿ ¿ 2⋅ 43 )¿
z

Solve. (log = log)


2
7) log 9 3 x+ log 9 3=log 9 81 8) log 3 125−log 3 5=log 2 x

Solve. (log = #)
9) log 8 x=2 10) log 2 (n+4)=3

Solve (You have to figure out which method and what to do) Exponential? Log = log? Log = #?
11) 32x+1 = 243 12. 4 = Log2(2x+6)

13. Log6(x2 -5x) = 2 14. Log (x) + Log(x) - Log (3) = Log (2) + log (6)
Log Quiz Name: ____________________________

Definition of logarithm (converting):________________________________

What is Condensing

● __________________________

What is Expanding

● ___________________________

How do I condense and expand a logarithm? ______________________________________

Properties of Logarithms:

Product Property

Quotient Property

Power Property

What are the two types of log equations that we solve?______________ and ____________.

To solve a log = _________ you first condense the logs, then ___________ the logs, and finally

solve. The other type of equation we have to make sure we have ____ log(s)=_______.

To solve these equations we __________, then make sure a ______=________ before we

solve.

Definition of Log
Convert.
1) 2=log 5 ¿ 2) 3 x =10

Condense:
3) (2 ⋅log 3 4)+ log 3 x 4) log 5 16−(2 ⋅log¿¿ 5 4 )¿

Expand:
4 xy
5) log 2 ( ) 6) log 8 (9 ¿ ¿ 2⋅23 ) ¿
9

Solving Logs
7) log 9 3 x+ log 9 3=log 9 81 8) log 3 25−log 3 5=log 3 x 2

9) log 8 (2 x−4)=2 10) log 3 (n+5)+ log 3 (2)=2

Solve Mixed problems


11) 22x+1 = 32 12. 4 = Log3(3x+8)

13. Log3(x2 +6x) = 3 14. Log (x) + Log(x) - Log (2) = Log (4) + log (8)
Lesson Title: Ln and e (the natural log)

Lesson Summary: Students will understand the properties of log by the end of this lesson. This
lesson is to clear up any confusion about the properties and solving that the students who did
not last lesson. All I am doing is changing log to ln.

Subject: Algebra III

Length of Time: 1 week (5 days)

District, State, National Standard Covered:

A.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain
properties of the quantity represented by the expression.★

c. Use the properties of exponents to transform expressions for exponential functions. For
example, 8t can be written as 23t.

A.CED.1 Create equations and inequalities in one variable and use them to solve
problems. Include equations and inequalities arising from linear, quadratic, simple
rational, and exponential functions. ★

a. Focus on applying linear and simple exponential expressions. (A1, M1)

c. Extend to include more complicated function situations with the

option to solve with technology. (A2, M3)

A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations.★

d. While functions will often be linear, exponential, or quadratic, the types of problems should
draw from more complicated situations. (A2, M3)

A.REI.1 Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original equation
has a solution. Construct a viable argument to justify a solution method.

Lesson Objectives: Students will be able to apply the log properties to the natural log, ln.

Materials Needed: notes, and hw questions

Procedures:
Opening: To open this lesson I am going to teach/review the properties of log and how
to solve logarithmic equations. Then I will introduce them to Ln and e, the natural logarithm, and
show them that the properties work the same way.

Body (Guided Practice): I will walk the students through six different problems that they
will encounter and if they had any questions, I answered them. One student said this is so much
easier than last week and later Swartz and I laughed because they were doing the same exact
thing.

Closing (Independent Practice): I have six homework questions (below) that I had
them do on their own with the remaining time in class and homework if they did not finish.

Assessments and Evaluations: Their homework I took for a grade because they said it was so
easy and then the final quiz.

Differentiation: Extra time to understand the concept.

Technology: Google Classroom and calculators

Reflection: This week went a lot better than the previous week where I introduced them to the
properties of log. I believe this week went so well because it was basically just a review week.

LN and E HW:
Solve.

1) e −x
=8 2) e 5x
=0.1

3) ln 0.25=x 4) ln 5.4=x

5) e x−3
=2 6) ln ( x+ 4)=3

Lesson Title: Growth and Decay Problems


Lesson Summary: Students are going to encounter logs and the properties of logs in word
problems and learn how they apply to real life.

Subject: Algebra III

Length of Time: 2 days

District, State, National Standard Covered:

Lesson Objectives: Students will be able to apply what they have learned about logs to real life
situations through word problems.

Materials Needed: worksheet and calculators

Procedures:

Opening: Give them a little intro to the word problems saying that everything we have
studied leads up to being able to apply these concepts to real life.

Body (Guided Practice): Hop right into doing problems. Do one growth problem and
one decay. By the time I finished they had caught on and were starting to work ahead.

Closing (Independent Practice): Let the students finish the three remaining problems
on the worksheet (below) and I will answer any questions as needed.

Assessments and Evaluations: Worksheet, review, and quiz

Differentiation: One day to review (extra time).

Technology: Google classroom and calculators

Reflection: Lesson went well with minimal confusion. Have students find values to plug in first
then have them plug those values into the formula.

Growth and Decay Problems


Exponential Growth: y=a ¿ a= initial amount r=rate in %
Exponential Decay: y=a ¿ y= ending amount t=times/year

1) A stomach bug is going around in your school on Monday, with an initial number of 20
ill students coming to school. The number of ill students increases by 25% per hour.
a) Write a function that models the outbreak.

b) How many students will be ill after 6 hours?

c) How many hours will it take for the entire school to have the stomach bug if there
are 1500 students and employees?

2) A new sports car sells for $235,000. The value of the car decreases by 18% annually.
Which of the following choices models the yearly value of the car since its purchase?
a) Write an equation that models the decay rate of the depreciation of the car.

b) What is the value of the sports car after 10 years.

c) The owner wants to sell the car for at least $150,000 with the value depreciating
at 18% per year. How many years can he drive the car so that he can still sell it for
$150,000?

3) T.V. Provider, AT&T, keeps increasing the rate of their channels. One of their customers
signed a contract for $150 per month but it keeps increasing. Their bill increases 5% each
month.
a) If they wait till the bill is $225 dollars to get angry and switch. How soon will the
customer switch companies?

b) If the price keeps increasing by 5% each month how many months will it take for
their bill to reach $300?

4) At the end of last year, the population of Jason's hometown was approximately 75,000
people. The population is growing at the rate of 2.4% each year. How long until the
population reaches 100,000?

5) On Monday, Ledwith’s Cafeteria serves 5,000 customers, but on Tuesday morning, the
local news reports that the restaurant fails health inspection and has—yikes!—violations
related to pest control. Tuesday, the cafeteria serves 2,500 customers. Wednesday, the
cafeteria serves only 1,250 customers. Thursday, the cafeteria serves a measly 625
customers. What is the decay rate of the Cafeteria’s customers?

Ln and e Review. Name: ______________________________

Convert.
1) ln ln ( x +27 ) =3 2) ln ln ( x−5 )=25

3) e 4 x+1=324 4) e x−5=125

Solve. 

5) 5 e 3 x−6−2=18 6) ln 30x+ln 9=ln 45

7) e 6 x +6+ 3=15 8) ln 12x2-ln 2=ln 54 

Exponential Growth and Decay Problems

Growth:  y = a(1+r)t                                                Decay:  y = a(1-r)t

1. Eli buys a new car for $23,000.  The car depreciates at a rate of 5.5% per year.

a)  Write an equation that models the value of Colton’s car after t years.  

b) Use your equation to determine the value of the car after 6 years.

c) How long after Colton buys the car would the value of the car reach $10,000?

2.  Bacteria cultures grow at an exponential rate.  One day in a lab a scientist discovers that the
bacteria is doubling every 4 days.  The equation used to determine the number of bacteria
present is y = 345(2)t , where t is the number of times that the bacteria doubles.  
[since the bacteria doubles every 4 days, t = 1 represents 4 days, t = 2 represents 8 days…..]
a.  How much bacteria is present after 8 days?

b. How much bacteria is present after 48 days?

c. How many days until the bacteria reach 1,000,000?

3. Your starting salary at a new company is $34,000 and it increases by 2.5% each year.
a. How much will you make when you are at the company for 5 years?

b. How many years will it take for you to make $50,000 per year?

c. How many years will it take for you to make $75,000 per year?

Check-up Quiz Name: _______________________


Convert.
1) ln (x+ 9)=3 2) ln (x−4)=16

3) e 3 x+1 =225 4) e x−8=325

Solve.
5) 4 e 2 x−4−8=8 6) ln 15 x+ ln 3=ln 45

7) 6 e 3 x+3 +2=9 8) ln 12 x2 −ln 2=ln 54

9) An illness outbreaks in a college dorm on Monday, with an initial number of 15 ill students
living in the dorm. The number of ill students increases by 15% per hour.
a) Write a function that models the outbreak.

b) How many students will be ill after 7 hours?

c) How many hours will it take for the entire dorm to have the illness if there are
1600 students living in the dorm?

Potrebbero piacerti anche