##
* *Reflection: Student Feedback
And Write That! - Section 3: Wrap It Up

When I asked my students to summarize our class discussion in their notes the immediate and overwhelming response was negative. One student asked why I hadn't told them to take notes during the discussion and another said he couldn't remember everything we'd talked about. They were correct...so I changed the assignment and volunteered to scribe on the front board while we reviewed the discussion as a class. My students were not resistant to having notes under those circumstances, they were just frustrated by what they saw as a surprise assignment.

Sometimes students resist an activity or assignment because they don't see the value and then it's my job to help them find reasons to try. In this instance they resisted because they felt I was unfair in the way the activity went forward and because I agreed with them, I immediately changed the lesson. I've also added a piece to the lesson itself so I don't make the same mistake next year!

*Making it clear*

*Student Feedback: Making it clear*

# And Write That!

Lesson 14 of 19

## Objective: SWBAT write exponential equations. SWBAT use the properties of exponents to interpret expressions for exponential functions

## Big Idea: Build your understanding of what that exponential function actually represents by rewriting them to reveal key features.

*50 minutes*

#### Set the Stage

*5 min*

I begin this class with the same equation I used for Power to the Mathematician, to help my students make the connection between earlier lessons and what we're doing today. I discuss this further in my video.

* P(e^(rt)) *

I ask my students to talk with their right-shoulder partner about what the key features of function are and what each represents in terms of the $5000 investment problem.** (MP7) **After a few minutes or when the talk dies down I randomly select students to share what they discussed. Usually at least a few teams talked about the fact the the curve is positive, becomes very steep and never crosses the x-axis. If not, I ask leading questions like "Is this function increasing or decreasing as you move from negative to positive along the x or y axis?" I remind my students that an exponential equation that curves up and to the right as this one does is considered a "growth" curve and one that curves in the opposite direction is called a "decay" curve. These should not be new terms, but I try not to make assumptions about my students' mathematical vocabulary!

#### Resources

*expand content*

#### Put It Into Action

*35 min*

I tell my students that for this activity they will be working with their left-shoulder partner to rewrite exponential functions in order to be able to use their properties to interpret what key features are and what they represent. I distribute the Exponential Functions worksheet, ask if there are any questions, then tell my students they have about 25 minutes to complete this assignment and be ready to present their work to the class. **(MP1, MP2)** Some students will struggle with how to rewrite these functions because they aren't comfortable moving between logarithmic and exponential equations. For those students I ask questions like "How could you rewrite this equation so that the t isn't an exponent?" If that doesn't help I may remind them of how to rewrite an exponential function as a log function, using a simple example like y=10^x. When everyone is done or after about 25 minutes I randomly select teams to post their work on the board, with the first team showing problem #1, the second team problem #2, and so on. I can have at least two or three problems posted at the same time which takes some of the pressure off the students posting. When the board is full, I ask the class to critique each problem for accuracy and completeness. **(MP3)** We repeat the process for the last 2-3 problems so that all of the problems have been posted.

#### Resources

*expand content*

#### Wrap It Up

*10 min*

Before I close this lesson I tell my students they will be summarizing our class discussion in their own words in their notes for future reference. We then have a class discussion of the key features of exponential functions and how rewriting can give different insights into those features, then students complete their summaries.** **

*expand content*

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- UNIT 1: First Week!
- UNIT 2: Algebraic Arithmetic
- UNIT 3: Algebraic Structure
- UNIT 4: Complex Numbers
- UNIT 5: Creating Algebraically
- UNIT 6: Algebraic Reasoning
- UNIT 7: Building Functions
- UNIT 8: Interpreting Functions
- UNIT 9: Intro to Trig
- UNIT 10: Trigonometric Functions
- UNIT 11: Statistics
- UNIT 12: Probability
- UNIT 13: Semester 2 Review
- UNIT 14: Games
- UNIT 15: Semester 1 Review

- LESSON 1: Keys
- LESSON 2: BrainPower!
- LESSON 3: Sketchbook
- LESSON 4: Reign Over the Domain
- LESSON 5: Change!
- LESSON 6: Estimate!
- LESSON 7: Roots
- LESSON 8: Pieces
- LESSON 9: Zero to Hero
- LESSON 10: Happy Endings
- LESSON 11: Logs; but not for building
- LESSON 12: Power to the Mathematician
- LESSON 13: Write That!
- LESSON 14: And Write That!
- LESSON 15: Compare and Contrast
- LESSON 16: The Choice is Yours
- LESSON 17: Retrospective
- LESSON 18: Self-Assessment
- LESSON 19: No Surprises Testing