When students enter the room, I have them assigned to pairs that I have posted on the front board. The groupings are homogeneous, based on their progress in the exponential unit up to this point. (If I feel it is necessary to create one or two heterogeneous groups I will do so.) If there is an extra student, I will create one group of three students.
Every pair is handed the Instructions for the presentation assessment, and the Rubric on which it will be graded. For this presentation, students will be presenting to the teacher only. This allows the students to become more comfortable and confidence with the graphing vocabulary. My goal is for students to build confidence, and to present to the class on other functions that we study this year.
Resource Note: Every pair(s) is also handed a card with the exponential function that they will present. I wrote their functions on an index card, but I also provide Cards to cut out in the resource section if needed.
Allowing students enough collaboration time to prepare their presentations is important. That is why I allow two days for the presentation of graphing exponential functions, and the written assessment. As partners are preparing their presentation they are talking, writing, and discussing the graphing vocabulary and how it applies to their function.
While students are working, I monitor groups, and answer questions about any difficulties that students may encounter. Students may also use their notes from the previous lesson in this unit, Graphing Exponential Functions. Some students did have to restart their presentations because they were presenting what the definitions mean in an exponential function, but not applying it directly to their given function.
It is important that every student stay on task and participate in the presentation. Each student will be graded on the rubric on how well they collaborate within their own group.
Students were instructed to complete a presentation in which they identify and explain the graphing vocabulary given in the instructions at the beginning of the class. Students may use all forms of multi-media to present. They need to make sure to model the graph and the equation during the presentation to identify the domain, range, etc. of their specific function. As the students are presenting, I am also listening for reasoning and the math to support their statements.
I walk around from group to group as they are ready to present. I am able to listen to about six groups the last 30 minutes of class. As groups finish, I have them complete the closure activity. If they complete the closure activity, then I have them begin working on the review for the written assessment that will be given the following day.
If the students do not have time to complete the closure activity or the Written Review for the written exponent assessment, then I assign it as homework. I give the written assessment the 2nd day of this assessment.
I use the Closure question as a quick formative assessment to check for student understanding of the structure of an exponential expression given unknown variables and how it affects the graph. Each student should be able to explain the shifts or transformations based from the structure (MP8). Students are instructed to explain the shifts of the graph when substituting positive or negative integers.
This question was difficult for some students due to the fact of not having numbers in the problem instead of variables. I made the closure activity short to allow more time for the students to work on and present their presentations. Most students did well on the closure activity.
I have listed possible answers in the resource section. Students had the most difficulty explaining what happens to the graph when the exponent x is negative.