Reflection: Modeling Counting the Change: Linear, quadratic, or exponential? (Day 2 of 2) - Section 1: Warm-up


Overall, my students were not successful on question 2 part b of this isotope problem. I wish I had focused more on this homework question and done more modeling for students on how to relate two variables and rewrite an equation in terms of another variable. While taking questions on the homework, I would like to model for students how I would go about finding the equation that relates d decades to y years.  Or in other words, how to write an equation for d in terms of y. To model this for students, I would make a table of values and find an equation that works. I will make it happen that I come up with y=10d. Then I will show students how I would solve for d and then substitute into the original equation.

  Review Homework #1
  Modeling: Review Homework #1
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Counting the Change: Linear, quadratic, or exponential? (Day 2 of 2)

Unit 4: Exponential Functions and Equations
Lesson 6 of 14

Objective: SWBAT analyze the rate of change to determine whether a relationship is linear, quadratic, or exponential and write functions describing relationships.

Big Idea: Students explore rates of change to identify function types and find patterns that help them to identify and define exponential functions.

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6 teachers like this lesson
Math, Precalculus and Calculus, constant rate of change, PreCalculus, exponential function, percent change, comparing functions, function
  50 minutes
linear v quad v exponential resized image
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