Reflection: Developing a Conceptual Understanding Logarithmic Functions - Section 1: Warm Up and Homework Review


The major misconception students seem to have with logarithms is the placement of the base and the product into the logarithm.  For example in 23=8, students will get confused with log28 or log82.  One tactic I use to combat this is to give the students the language to talk about logarithms.  For example, log28 is asking 2 to what power equals 8.  I also have a trick that helps them avoid placing the exponent into the logarithm.   I tell them, and have them repeat often, that the answer to a logarithm… is the EXPONENT.  The repetition of this statement has had the greatest effect on my students’ understanding of logarithms than anything else. 

This warm up is testing their knowledge on this exact thing.  Here is a sample of the Warm Ups that I received.  Much of what was submitted was very similar.  For those that didn’t find the mistake, talking about it as a class clear this right up.

  Developing a Conceptual Understanding: Making Logarithms Stick
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Logarithmic Functions

Unit 8: Exponential and Logarithmic Functions
Lesson 9 of 15

Objective: Students will be able to graph logarithmic functions.

Big Idea: How can zombies and logarithms ever go together? Find out in this lesson.

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Math, logarithms, Algebra, logarithmic function, Algebra 2, Transformations of Functions, master teacher project
  101 minutes
image logarithmic
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