Reflection: Developing a Conceptual Understanding Constructing Linear and Exponential Functions - Section 4: Collaborative Work: Create Your Own Linear and Exponential Functions


When comparing and contrasting linear and exponential functions a number of misconceptions tend to show up in student work. Many students struggle with understanding the conceptual understanding that a linear functions changes by a constant number while an exponential function changes by a constant rate or factor. 

To challenge these misconceptions, I like to have students create their own exponential function (Create Your Own Exponential Student Sample 1Create Your Own Exponential Student Sample 2)to show me their current level of understanding. At this point in the unit I expect students can interpret exponential functions, and now I want to assess how well they can create and apply exponential functions to model real-world scenarios.

For this lesson I was pleased with the level of understanding demonstrated by students. I want students to continue to work on their automaticity in terms of transferring and making connections between different representations of all types of functions as a goal for the remainder of the school year. 


  Developing a Conceptual Understanding: Misconceptions around Linear and Exponential Functions
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Constructing Linear and Exponential Functions

Unit 5: Exponential Functions
Lesson 3 of 10

Objective: SWBAT construct linear and exponential functions. SWBAT interpret the parameters of linear and exponential functions in terms of context.

Big Idea: Students learn to create linear and exponential functions in different representations through the context of sorting out change.

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pic constructing linear exponential
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