Exponential Models
Unit 6 Planning Guide
| Lesson Objectives |
MORE
Assignments |
Suggested
Pacing |
Materials |
| Lesson 1 Exponential
Growth • To explore simple exponential
growth models of the form
y =a(2x) and y= a(3x) through tables, graphs, and
symbolic rules
• To compare exponential models of the form
y= a(2x) and y= a(3x) to linear models
• To compare the patterns found in the table and graph
of y a(2x) to those found in the table and graph
of y= a(3x) |
after page 424
Students can begin Modeling Task 4
or Reflecting Task 2 or 4 from
page 432 |
7 days |
• Optional: Tableplot software
• Teaching Resources 162–165
• Assessment Resources 207–212
• Optional: RAP Book Exercise Set 16,
Practice Set 8 |
after page 427
Students can begin Modeling Task
2 or 3, Organizing Task 1 or 3,
or Reflecting Task 1 or 5 from
page 432 |
page 432
Modeling: 1 and choice of one*
Organizing: 1, and 3 or 4*
Reflecting: 3 and choice of one*
Extending: Choose one* |
Lesson 2 Exponential
Decay
• To determine and explore the exponential decay model,
y= a(bx), where 0 <b <1, through tables, graphs,
and algebraic rules
• To compare exponential decay models with exponential
growth models
• To compare exponential models of the form y= a(bx),
where 0< b< 1, to linear models |
after page 443
Students can begin Modeling
Task 1 or Organizing Task 1
from page 448 |
5 days |
• 20 black checkers
• 160 red checkers
• Teaching Resources 161a–161c,
166–169
• Assessment Resources 213–218
• Optional: Tableplot software
• Optional: RAP Book Practice Set 9 |
after page 445
Students can begin Modeling
Task 2 or Reflecting Task 4
from page 448 |
page 448
Modeling: 6 and choice of one*
Organizing: 1 and 4
Reflecting: 4 and 5
Extending: 1 |
Lesson 3 Compound Growth
• To recognize that if an initial quantity Q is growing at r%
per year, then it can be modeled by the exponential form
 and to apply this model when solving
real -world applications |
page 457
Modeling: 1, and 2 or 3*
Organizing: 1, 2, and 4
Reflecting:1
Extending: Choose one* |
3 days |
• Optional: Book of car values
• Teaching Resources 170–171
•Assessment Resources 219–224
• Optional: RAP Book Exercise Set 17 |
Lesson 4 Modeling
Exponential Patterns in Data
• To experience exponential change in a visual and
tactile manner by completing investigations that result
in exponential models
• To use the graphing calculator or computer software to
determine exponential models for real -world data, modeling
both increasing and decreasing exponential situations
• To collect a data set, create a scatterplot, and determine
an exponential model using the characteristics of the
scatterplot and data, or using the graphing calculator or
computer software
• To appreciate the importance of exponential models
in a world where change often occurs at an ever
increasing rate |
after page 465
Students can begin Modeling
Task 1, 2, 3, or 4 or Organizing
Task 1 or 4 from page 468 |
6 days |
• Popcorn kernels
• Thumbtacks
• Paper plates
• Optional: 200 plastic spoons
• Teaching Resources 172–174
• Assessment Resources 225–230
• Optional: RAP Book Exercise Set 18 |
page 468
Modeling: Choose one of 1–4,
and 5 or 6*
Organizing: 1, 3, and 4
Reflecting: Choose one*
Extending: 2, and 3 or 4* |
Lesson 5 Looking Back
• To review the major objectives of the unit |
|
2–3 days
(includes
testing) |
• Teaching Resources 175a–175b
• Unit Summary Master
• Assessment Resources 231–248
• Optional: RAP Book Practice Set 10 |
* When choice is indicated, it is important to leave the
choice to the student.
Note: It is best if Organizing tasks are discussed as a whole class after they
have been assigned as homework.
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