Understanding By Design Unit Template Title of Unit Curriculum Area Developed By Growing, Growing, Growing Pre-Algebra Connected Mathematics

Grade Level Time Frame 8th 24 days

Identify Desired Results (Stage 1) Content Standards

Common Core Standards Addressed: CCSS Grade 8: Functions 8.F.A.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 8.F.A.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. 8.F.B.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. CCSS Grade 8: Expressions & Equations 8.EE.A.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.A.4: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology Standards of Mathematical Practice Addressed: CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. CCSS.Math.Practice.MP4 Model with mathematics. CCSS.Math.Practice.MP5 Use appropriate tools strategically CCSS.Math.Practice.MP6 Attend to precision. CCSS.Math.Practice.MP7 Look for and make use of structure.

Understandings
Overarching Understanding Students will understand how the growth or decay rate and y-intercept are represented in a table, graph, or equation and what they represent in the situation being modeled. Students will understand the differences between exponential growth and decay. Students will understand the differences between exponential relationships and linear relationships. Related Misconceptions

Essential Questions
Overarching - How does this connect to what we already know about exponential relationships from previous personal experiences? - How do these concepts relate to other mathematics that we have learned/have yet to learn? Topical - How do we indicate if the rate of growth or decay is decreasing or increasing from left to right? - What information do the vertical (y) and horizontal (x) changes give us? - How are the rate and y-

Students may mistake the graph for an exponential decay function for the graph of an inverse function. Students may confuse exponential growth with exponential decay in a table, graph, or equation. Students may confuse growth rate and growth factor. Students may forget which parts of the exponential equation are the rate and the y-intercept.

- Why are these concepts important? How are they relevant to me? - How can this information help model a real-life situation?

intercept represented in a table, graph, or equation? - How can the rate and yintercept be used to create a graph?

Knowledge
Students will know

Objectives Skills
Students will be able to Construct equations to express exponential patterns that appear in data tables, graphs, and problem conditions. Apply the rules for operating on numerical expressions with exponents. Solve problems about exponential growth and decay from a variety of different subject areas, including science and business. Compare exponential and linear relationships

How to recognize situations in which one variable is an exponential function of another. How to recognize connections between exponential equations and growth patterns in tables and graphs of those equations. The difference between exponential and linear relationships and be able to identify the type of relationships from graphs, tables, and/or equations.

Assessment Evidence (Stage 2) Performance Task Description: Investigation 1 Quiz

Goal Role Audience Situation Product/Performance Standards Assesses ability to identify if a relationship is exponential or linear from a table or verbal description; write an equation to model a situation and use that equation to predict future values; complete a table to model an exponential relationship and graph the data from the table. End of investigation assessment Mr. Lashley and Mrs. McIntyre The assessment will be completed at the end of the investigation after a review. Students will take this assessment in the classroom and will be given one class period to complete the quiz. Students with an IEP will have the necessary accommodations. Completed quiz 8.F.A.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 8.F.A.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Assesses ability to identify y-intercept, growth factor, and growth rate from an equation, a graph, and a table; create equations from a verbal description, a graph, and a table; create tables from a verbal description; and use equations to predict future values.

Performance Task Description: Investigations 2 & 3 Assessment Task

Goal

Role Audience Situation Product/Performance Standards

End of investigation assessment Mr. Lashley and Mrs. McIntyre The assessment will be completed at the end of the investigation after a review. Students will take this assessment in the classroom and will be given one class period to complete the task. Students with an IEP will have the necessary accommodations. Completed assessment task 8.F.A.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 8.F.A.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Assesses ability to create a table from a verbal description; identify the type of relationship from a table; create an equation from a table and verbal description; identify the y-intercept, decay factor, and decay rate from a verbal description; use equations and tables to determine future values; write expressions in exponential form and standard form; write numbers in scientific notation; and use the properties of exponents to simplify expressions. End of unit assessment Mr. Lashley and Mrs. McIntyre The unit test will be completed at the end of the unit after all of the investigations and assessments have taken place. Students will take this assessment in the classroom and will be given one class period to complete the task. Students with an IEP will have the necessary accommodations. Completed unit project 8.F.A.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 8.F.A.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. 8.EE.A.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.A.4: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology

Performance Task Description: Unit Test

Goal Role Audience Situation Product/Performance

Standards

Other Evidence
ACE (Application, Connection, & Extensions) questions Student work from the investigations and in-class activities

Learning Plan (Stage 3)

Day in Unit Lesson Topic Lesson Learning Objective Description of how lesson contributes to unit-level objectives Assessment activities

Problem 1.1

What is exponential growth? Introduce students to the pattern of exponential growth by having them explore a problem with cutting pieces of paper in half and stacking them (each cut doubles the number of pieces). How can we recognize exponential growth? Students explore exponential growth through the idea of receiving a reward (the reward starts on square 1 of a chess board and doubles every square until the 64th square). Students also start finding exponential equations to model situations from tables and graphs.

Meets the following unit objective: Students will know how to recognize connections between exponential equations and growth patterns in tables and graphs of those equations. Meets the following unit objective: Students will be able to construct equations to express exponential patterns that appear in data tables, graphs, and problem conditions. Students will be able to solve problems about exponential growth and decay from a variety of different subject areas, including science and business. Students will know how to recognize situations in which one variable is an exponential function of another. Students will know how to recognize connections between exponential equations and growth patterns in tables and graphs of those equations. Meets the following unit objective: Students will know how to recognize connections between exponential equations and growth patterns in tables and graphs of those equations. Students will be able to

Investigation Work Questioning ACE 2-4

Problem 1.2

Investigation Work Questioning ACE 5-7, 15-20, 40-42

Problem 1.3

How do different exponential patterns compare? Students expand on Problem 1.2 by comparing new reward plans. Students continue to recognize exponential patterns in tables, graphs, and equations. They also

Investigation Work Questioning ACE 22

compare different exponential growth patterns and their representations in tables, graphs, and equations.

construct equations to express exponential patterns that appear in data tables, graphs, and problem conditions. Students will know how to recognize connections between exponential equations and growth patterns in tables and graphs of those equations. Investigation Work Questioning ACE 26-30

Problem 1.4

Which grows faster? (Exponential growth or Linear) Students explore a linear growth pattern and compare it to an exponential growth pattern in the form of a new linear reward plan versus the original plan.

Wrap-up Investigation 1 Investigation 1 Quiz

Students get caught up on their Investigation 1 work and prepare for the quiz the following day. Investigation 1 Quiz covering all of the topics discussed during the investigation. Get students familiar with using graphing calculators.

Meets the following unit objective: Students will know the difference between exponential and linear relationships and be able to identify the type of relationships from graphs, tables, and/or equations. Students will be able to compare linear and exponential relationships. This will address all of the objectives listed in the previous days.

Questioning Investigation work

Assesses students understanding of the concepts discussed during the investigation. This lesson introduces students to graphing equations on a graphing calculator. This will serve to assist them on the upcoming problems as well as in future units.

Quiz (Attached)

Calculator Lesson

Questioning Worksheet (Attached along with guide to graphing calculators)

Problem 2.1

How do we determine the yintercept? Students explore exponential growth with patterns that result in a yintercept other than 1.

Problem 2.2

How do we interpret exponential equations? Students explore the different parts of an exponential equation and the information that each part of the equation represents.

10

Problem 2.3

How can we interpret exponential equations? Students explore a graph of exponential growth and the

Meets the following unit objective: Students will be able to construct equations to express exponential patterns that appear in data tables, graphs, and problem conditions. Students will be able to solve problems about exponential growth and decay from a variety of different subject areas, including science and business. Students will know how to recognize situations in which one variable is an exponential function of another. Students will know how to recognize connections between exponential equations and growth patterns in tables and graphs of those equations. Meets the following unit objective: Students will be able to solve problems about exponential growth and decay from a variety of different subject areas, including science and business. Students will know how to recognize situations in which one variable is an exponential function of another. Meets the following unit objective: Students will be able to construct equations to express exponential patterns that appear in data tables,

Investigation Work Questioning ACE 3,4

Investigation Work Questioning ACE 5,22

Investigation Work Questioning ACE 9-12, 14, 24-27

information that can be gathered from the different parts of the graph such as the y-intercept, the x and y values of the points on the graph.

11

Wrap up Investigation 2 Problem 3.1

Students get caught up on their Investigation 2 work.

graphs, and problem conditions. Students will be able to solve problems about exponential growth and decay from a variety of different subject areas, including science and business. Students will know how to recognize connections between exponential equations and growth patterns in tables and graphs of those equations. Students will know how to recognize situations in which one variable is an exponential function of another. This will address all of the objectives listed in the previous 3 days.

Questioning Investigation work

12

What if we have a growth factor that is not a whole number? Students explore the concept of a growth factor that is not a whole number. This is preparing the students for learning about growth rates in the next problem.

Meets the following unit objective: Students will be able to construct equations to express exponential patterns that appear in data tables, graphs, and problem conditions. Students will be able to solve problems about exponential growth and decay from a variety of different subject areas, including science and business. Students will know how to recognize connections between exponential equations and growth

Investigation Work Questioning ACE 1, 3, 4, 5, 8

13

Finish 3.1

Same as previous day.

patterns in tables and graphs of those equations. Students will know how to recognize situations in which one variable is an exponential function of another. Meets the same unit objectives as the previous day.

Investigation Work Questioning Same ACE as day before Investigation Work Questioning ACE 9-16

14

Problem 3.2

How do we find the percent increase? (Growth rate) Students are introduced to the concept of growth rate as the percent increase in the y-value for every one increase in the x-value.

15

Wrap-up Investigation 3

Students get caught up on their Investigation 3 work and prepare for the quiz the following day.

Meets the following unit objective: Students will be able to construct equations to express exponential patterns that appear in data tables, graphs, and problem conditions. Students will be able to solve problems about exponential growth and decay from a variety of different subject areas, including science and business. Students will know how to recognize connections between exponential equations and growth patterns in tables and graphs of those equations. Students will know how to recognize situations in which one variable is an exponential function of another. This will address all of the objectives listed in the previous 3 days.

Investigation Work Questioning

16

Inv. 2 & 3 Quiz

Investigations 2 & 3 Quiz covers all of the concepts discussed in the previous 2 investigations What happens if it is decreasing exponentially? (Exponential decay) Students are introduced to exponential decay by going back to a previous problem (Problem 1.1) but now looking at the change in the area of the piece of paper after each cut is made.

Assesses students understanding of the concepts discussed during the previous 2 investigations. Meets the following unit objective: Students will be able to construct equations to express exponential patterns that appear in data tables, graphs, and problem conditions. Students will know how to recognize connections between exponential equations and growth patterns in tables and graphs of those equations. Students will know how to recognize situations in which one variable is an exponential function of another. Meets the following unit objective: Students will be able to construct equations to express exponential patterns that appear in data tables, graphs, and problem conditions. Students will be able to solve problems about exponential growth and decay from a variety of different subject areas, including science and business. Students will know how to recognize connections between exponential equations and growth patterns in tables and graphs

Quiz (Attached)

17

Problem 4.1

Investigation Work Questioning ACE 1, 8

18

Problem 4.2

How do we represent decay? Students further explore the idea of exponential decay in the decay of active medicine in a bloodstream over time. Students are also introduced to the idea of a decay rate.

Investigation Work Questioning ACE 4, 5

19

Problem 5.1

Whats the Ones digit? Students are introduced to the patterns of ones digits of different bases in exponential equations for different powers. How do we handle mathematical operations with exponents? Students explore, discover, and generalize the properties of exponents. Same as previous day.

Meets

20

Problem 5.2

Meets

of those equations. Students will know how to recognize situations in which one variable is an exponential function of another. the following unit objective: Students will know how to recognize situations in which one variable is an exponential function of another. the following unit objective: Students will be able to apply the rules for operating on numerical expressions with exponents.

Investigation Work Questioning ACE 1-7

Investigation Work Questioning

21

Finish Problem 5.2 and ACE Problem 5.3

Meets the same unit objective as the previous day.

Investigation Work Questioning ACE 10-12, 15-27 Investigation Work Questioning ACE 32-41

22

How do different values affect the graph of an exponential relationship? Students explore the effects of changing the values in the exponential equation (y-intercept, growth/decay factor). Students get caught up on their Investigation 4 & 5 work and prepare for the unit assessment the following day. Unit Assessment covers all of the big ideas from the unit.

Meets the following unit objective: Students will know how to recognize connections between exponential equations and growth patterns in tables and graphs of those equations. This will address all of the objectives listed in the previous 6 days.

23

Wrap-up Inv. 4&5

24

Unit Assessment

Assesses student progress on all of the unit objectives.

Assessment (attached)

Math 8: Growing, Growing, Growing Investigation 1 Quiz

1. Shani Davis is a member of the USA Olympic Speed Skating team. Davis two sponsors for the 2014 Sochi

Winter Olympics are Under Armour and MAPLE, a Canadian speed skating performance tools company. Each of their donations is explained below.
Under Armour plans to give Davis $1 when he skates 1 lap, $4 when he skates 2 laps, $16 when he skates 3 laps, $64 when he skates 4 laps, and so on. MAPLE plans to give Davis $1 if he skates 1 lap, $9 when he skates 2 laps, $17 when he skates 3 laps, $25 when he skates 4 laps, and so on. a. Decide whether each donation pattern is linear or exponential. Under Armour: __________________________ MAPLE: ________________________________ b. For each sponsor, write an equation for the total donation d when Shani Davis skates n laps. Equation: c. Under Armour MAPLE Equation:

For each plan, tell how much money Shani will receive when he skates 20 laps. Under Armour MAPLE

2. While studying her familys history, Angie discovers records of ancestors 12 generation s back. She wonders how many ancestors she has had in the past 12 generations. She starts to make a diagram to help her figure this out. The diagram soon becomes very complex.

a. Make a table and a graph showing the number of ancestors in each of the 12 generations.

Generation Number of Ancestors

10

11

12

b. Write an equation for the number of ancestors a in a given generation g. c. Equation: What is the total number of ancestors in all 12 generations?

3. Study the pattern in each table. Tell whether the relationship between x and y is linear or exponential. a. Table One: _________________________ x 0 1 2 y 10 12.5 15 3 17.5 4 20 5 22.5

b. Table Two: _________________________ x 0 1 2 y 1 6 36

3 216

4 1,296

c. Table Three: ________________________ x 0 1 2 3 y 2 4 8 16

4 32

5 64

6 128

7 256

8 512

Graphing Guide for Casio fx-9750GII

How to make a Graph: 1. Turn on the calculator 2. The calculator should be open to the main menu already. 3. Press 4. Type in the equation that you want to graph. a. NOTE: You do not need to include the y = part of the equation since that part is already in the calculator. b. To insert a variable in your equation press 5. Press the 6. Press button to see the graph of the equation you input.

7. If you are having trouble seeing the graph of your equation you can see below on how to change the window that the graph is viewed in. How to change the window that the graph is viewed in: NOTE: Must be viewing graph for these directions to work. To view in the standard window: 1. Press 2. Change Xmin: to -10 3. Press 4. Change max: to 10

5. Press 6. Change scl: to 1 7. Press 8. Press the down arrow 9. Change Ymin: to -10 10. Press

11. Change max: to 10 12. Press 13. Change scl: to 1 14. Press 15. Press 16. Press again. a third time

17. You should see your graph To zoom out of the current window (use if standard window is not showing enough of the graph): 1. Press 2. Press 3. Press 4. Press 5. You should see your graph How to trace the graph to find points on the graph: NOTE: Must be currently viewing graph. 1. Press 2. Use to move left or right along your graph to find points.

3. The X = and Y = at the bottom of the screen give the X and Y values for the point that the cursor is on. How to reset the calculator: 1. Press 2. Press 3. Press the down arrow once to highlight RESET 4. Press 5. Press 6. Press to return to the main menu

Math 8: Calculator Graphing Task

For the following problems please refer to your graphing guide handout that you received for the step-by-step process for graphing on the calculator. 1. a. On your calculator graph the equation y = 2x + 1. b. What type of equation is y = 2x + 1? Explain how you know.

c. Sketch the graph from the calculator below.

2. a. On your calculator graph the equation y = b. What type of equation is y =

? Explain how you know.

c. Sketch the graph from the calculator below.

3. a. On your calculator graph the equation y = 2x-1. b. What type of equation is y = 2x-1? Explain how you know.

c. Sketch the graph from the calculator below.

4. a. On your calculator graph the equation y = x2. b. Is the equation y = x2 similar to any of the equations above? Explain why or why not.

c. Sketch the graph from the calculator below.

Math 8: Growing, Growing, Growing Investigations 2 and 3 Quiz

1. Identify the y-intercept, growth factor, and growth rate as a percent for each equation.

a.

y = 50(1.21)x

b.

y = 600(2)x

y-intercept: __________ growth factor: ________ growth rate: __________%

y-intercept: ___________ growth factor: _________ growth rate: ___________%

c.

y = 1000(1.7)x

d.

y = 250(1.92)x

y-intercept: __________ growth factor: ________ growth rate: __________%

y-intercept: ___________ growth factor: _________ growth rate: ___________%

2. The following graphs show the population growth for two species.

a. For each species, give the growth factor. Which species is growing faster? Explain. Species X Growth Factor: _____________ Species Y Growth Factor: ____________

Species _______ is growing faster because ______________________________________ _________________________________________________________________________ b. Decide which equation best represents each species. Equation 1: y = 25(2)x Equation 2: y = 5(3)x

Equation 1 matches Species ______ Equation 2 matches Species ______

3. Mayas grandfather opened a savings account for her when she was born. He opened the account with $100 and did not add or take out any money after that. The money in the account grows at a rate of 4% per year. a. What is the growth factor for the account? ___________ b. Write an equation for the value of the account after any number of years. Equation:

c. How much money will be in Mayas account on her 18th birthday?

4.

You just returned from your trip to the 2014 Sochi Winter Olympics. While you were there, you took some amazing pictures and you want to share them with your friends and family. You decide to post them on both Instagram and Facebook. When you post a picture on Instagram, it receives 15 likes immediately after you post it. After 1 hour, your picture has 30 likes; after 2 hours it has 60 likes; after 3 hours it has received 120 likes. When you post the same picture on Facebook, it receives 1 like immediately after you post it. After 1 hour it has 3 likes; after 2 hours it has 9 likes; after 3 hours it has received 27 likes.

a. Complete a table for each media site for the first 10 hours after you post the picture.
Instagram 0 1 2 3 4 5 6 7 8 9 10

Facebook 0 1 2 3 4 5 6 7 8 9 10

b. Identify the following for each site. Use L for total number of likes and h for hours posted. Instagram Facebook Growth factor: ____________ Growth Factor: ____________ y-intercept: _______________ Equation: ________________ y-intercept: _______________ Equation: ________________

c. After 6 hours, on which site will your picture have the most likes? _____________________

d. After 24 hours, on which site will your picture have the most likes? Show your work.

MAKING MONEY ASSESSMENT TASK 8th Grade Growing, Growing, Growing Unit Your grandparents decide to give you a monthly allowance for helping them with household chores. They give you two payment options: 1. Receive a penny to start with, and double your money each day for 30 days. 2. Start with $0 and receive $20 each day for 30 days. 1. Complete a table for how much money you will have for each payment option after 30 days. Payment Option 1: Days Elapsed Money Earned 0 5 10 15 20 25 30

Payment Option 2: Days Elapsed Money Earned

10

15

20

25

30

2. What relationship exists in each payment option; linear, exponential, or some other pattern? How can you tell from your table and/or graph? Payment Option 1: __________________________________________________________

Payment Option 2: __________________________________________________________

3. Create an equation for each payment option: Payment Option 1 Equation: Equation:

Payment Option 2

4. Which payment option will give you the most money after 30 days? Explain why it is the best payment option.

5. Penicillin decays exponentially in the human body. Suppose you receive a 300-milligram dose of penicillin to combat strep throat. About 180 milligrams will remain active in your blood after 1 day. a. y-intercept: ____________ b. decay rate: ____________ c. decay factor: ____________ d. Write an equation for the relationship between the number of days d since you took the penicillin and the amount of medicine m remaining active in your blood.

6. Write each expression in exponential form. a. 4 x 4 x 4 x 4 x 4: __________ b. 6.2 6.2 6.2 6.2 6.2 6.2 6.2 6.2 6.2: __________ 7. Write each expression in standard form. a. 126 : _______________ b. 58 : _________________ 8. Write each number in scientific notation. a. 23,287,621: ___________________

c. 74 : ________________

b. 9,439,611,582: ___________________

9. Use the properties of exponents to write each expression as a single power. a. 43 x 49 = c. (63)5 = e. x8 x8 = b.

d. 82 x 102 = f. (

)7 =