## Reflection: Checks for Understanding Creating and Interpreting Exponential Functions - Section 1: Entry Ticket: Bears, Bacteria and Exponential Functions

In this Entry Ticket, students are asked to model and interpret a scenario that can be best modeled with a linear function and a second scenario that can be best modeled by an exponential function.

I like this activity because it gives students a chance to review concepts around linear functions AND further differentiate between linear and exponential functions. The Student Work Interpreting Exponentials 1 shows a solid understanding of both types of functions.

I like how the work sample Student Work Interpreting Exponentials 2 annotates the table by marking the pattern of change in the table (the first scenario increase by 10, the second by a common multiple). For these entry tickets I am looking to assess student current understanding of exponential functions. I also check in on students' understanding of linear functions through this entry ticket in an attempt to continue to spiral the curriculum and loop back to connected concepts throughout the year. In this way I hope to help students make connections that they may not otherwise make on their own.

Checks for Understanding: Entry Ticket as Checks for Understanding

# Creating and Interpreting Exponential Functions

Unit 5: Exponential Functions
Lesson 2 of 10

## Big Idea: Students work collaboratively to model different real world application of exponential functions!

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Standards:
90 minutes

### Jason Colombino

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