## Description

- Overview:
- This lesson unit is intended to help teachers assess how well students are able to interpret exponential and linear functions and in particular to identify and help students who have the following difficulties: translating between descriptive, algebraic and tabular data, and graphical representation of the functions; recognizing how, and why, a quantity changes per unit intervale; and to achieve these goals students work on simple and compound interest problems.

- Subject:
- Algebra, Measurement and Data
- Level:
- Lower Primary, Upper Primary, Middle School, High School
- Grades:
- Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12
- Material Type:
- Assessment, Lesson Plan
- Provider:
- Shell Center for Mathematical Education
- Provider Set:
- Mathematics Assessment Project (MAP)
- Date Added:
- 04/26/2013

- License:
- Creative Commons Attribution Non-Commercial No Derivatives
- Media Format:
- Downloadable docs, Text/HTML

## Standards

Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Interpret the structure of expressions.

Indicator: Use the structure of an expression to identify ways to rewrite it. For example, see x^4 - y^4 as (x^2)^2 - (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 - y^2)(x^2 + y^2).

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Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Interpret the structure of expressions.

Indicator: Interpret expressions that represent a quantity in terms of its context.*

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Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Write expressions in equivalent forms to solve problems

Indicator: Use the properties of an expression to identify ways to rewrite it. For example, see x4 - y4 as (x2)2 - (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 - y2)(x2 + y2).

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Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Write expressions in equivalent forms to solve problems

Indicator: Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.

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Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Write expressions in equivalent forms to solve problems

Indicator: Factor a quadratic expression to reveal the zeros of the function it defines.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Functions: Linear, Quadratic, and Exponential Models

Standard: Construct and compare linear, quadratic, and exponential models and solve problems

Indicator: Construct and compare linear, quadratic, and exponential models and solve problems. 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).*

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Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Interpret the structure of expressions.

Indicator: Interpret parts of an expression, such as terms, factors, and coefficients.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Interpret the structure of expressions.

Indicator: Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)^n as the product of P and a factor not depending on P.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Functions: Linear, Quadratic, and Exponential Models

Standard: Construct and compare linear, quadratic, and exponential models and solve problems

Indicator: Distinguish between situations that can be modeled with linear functions and with exponential functions.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Functions: Linear, Quadratic, and Exponential Models

Standard: Construct and compare linear, quadratic, and exponential models and solve problems

Indicator: For exponential models, express as a logarithm the solution to ab^(ct) = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Functions: Linear, Quadratic, and Exponential Models

Standard: Interpret expressions for functions in terms of the situation they model

Indicator: Interpret the parameters in a linear or exponential function in terms of a context.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Write expressions in equivalent forms to solve problems

Indicator: Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.*

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Learning Domain: Algebra: Seeing Structure in Expressions

Standard: Write expressions in equivalent forms to solve problems

Indicator: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Functions: Linear, Quadratic, and Exponential Models

Standard: Construct and compare linear, quadratic, and exponential models and solve problems

Indicator: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 - 3(x - y)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Functions: Linear, Quadratic, and Exponential Models

Standard: Construct and compare linear, quadratic, and exponential models and solve problems

Indicator: Prove that linear functions grow by equal differences over equal intervals and that exponential functions grow by equal factors over equal intervals.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Functions: Linear, Quadratic, and Exponential Models

Standard: Construct and compare linear, quadratic, and exponential models and solve problems

Indicator: Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.*

Degree of Alignment: Not Rated (0 users)

Learning Domain: Functions: Linear, Quadratic, and Exponential Models

Standard: Construct and compare linear, quadratic, and exponential models and solve problems

Indicator: Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.*

Degree of Alignment: Not Rated (0 users)

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# Tags (12)

- Mathematics
- Algebra and Calculus
- Algebra
- CCSS
- Common Core Math
- Common Core PD
- Compound Interest
- Exponential Functions
- Graphs
- Linear Functions
- Measurement and Data
- ODE Learning

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