# Make it More

## Objective

SWBAT apply complicated equations in one variable.

#### Big Idea

More storytelling, only this time your students get to read the stories and figure out the answers.

## Set the Stage

10 minutes

I begin this lesson with a story problem on the board that can be modeled by an exponential function instead of linear or quadratic.  This builds on the previous lesson, giving my students a chance to solidify their understanding of algebraic models.

In 1980 wind turbines in Europe generated about 5 gigawatt-hours of energy.  Over the next 15 years the amount of energy generated increased by about 59% per year.  Approximately what year did the energy generated top 80 gigawatt-hours.

## Put it into Action

40 minutes

You will need copies of the Story Problems for this section of the lesson.  For this part of the lesson I tell my students they will be working in teams to attack and solve real-world problems.  I explain that they will be responsible for setting up the equations, finding answers to the questions asked, and checking their solutions for reasonableness.  I suggest that there might be some easy questions and some that will be more challenging, but assure my students that they can solve them all.  I tell them today they will work with their back-partner but that they must each write out their own work for each problem.  For those who complain about duplicating each other's work, I advise them to try the problems separately first, then compare their work so it will be different. (MP1, MP2, MP4) I distribute the Story Problems and while my students are working I walk around offering encouragement and redirection as necessary.

After about 30 minutes or when everyone is done, I randomly select teams to post their equation and solution for a problem on the board.  My board fits three to four students at a time, so it doesn't take long to get all the problems posted.  I then ask my students to compare their work to what is posted and offer any questions or comments. (MP3) This gives everyone a chance to check their work and to see several different ways to solve the problems.

## Wrap it Up

5 minutes

To close this lesson I ask my students to reflect silently for a moment about one problem that was solved in a way they found particularly interesting or that they didn't expect and be ready to discuss it with the class.  After a minute or so, I randomly select a student to share his/her thoughts, reminding my students that this is not a time for critiquing, but rather an opportunity to hear alternative thinking.  I continue until everyone has an chance to share, then make my own observations about what they've just said, summarizing any patterns I heard.