Exponential Functions and Sequences Unit Objectives

Students will use positive, negative and zero exponents, and understand the difference between them.
Students will understand and use the following properties of exponents to simplify expressions: zero exponent, negative
exponent, product of powers, quotient of powers, power of a power, power of a product, and power of a quotient. Students will
use these properties to solve real-life problems involving exponents.
Students will understand the language and notation of nth roots and how to evaluate expressions involving nth roots, including
rational exponents.
Students will understand the difference between linear and exponential functions. They will understand a linear function to have
a constant rate of change, and an exponential function to have a constant factor that y is being multiplied by over equal
intervals of the x-values.
Students will identify and evaluate exponential functions algebraically and graphically.
Students will understand the difference between exponential growth and decay and use their knowledge to identify and solve
real-life applications of exponential growth and decay situations.
Students will understand how to work with exponential expressions that have the same base, as well as how to manipulate
those that do not have the same base.
Students will solve exponential equations with the same base, unlike bases, and by graphing.
Students will understand geometric sequences to have the ratio between each pair of consecutive terms be the same.
Students will extend and graph geometric sequences.

Chapter 6 Unit Plan: Exponential Functions and Sequences

Title of Unit
Curriculum Area
Developed By

Exponential Functions and Sequences

Algebra 1
Big Ideas Mathematics

Grade Level
Time Frame

Grades 9 and 10
17 days

Identify Desired Results (Stage 1)

Content Standards
Common Core State Standards:
HSN-RN.A.1: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in
terms of rational exponents.
HSN-RN.A.2: Rewrite expressions involving radicals and rational exponents using the properties of exponents.
HSA-CED.A.1: Create equations and inequalities in one variable and use them to solve problems.
HSA-CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
HSF-IF.B.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given
a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums:
symmetries; end behavior; and periodicity.
HSF-IF.C.7e: Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
HSF-IF.C.8b: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
HSF-IF.C.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
HSF-BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
HSF-BF.B.3: Identify the effect on the graph of replacing f(x) by f(x)+k, kf(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment
with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
HSF-LE.A.1a: Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
HSF-LE.A.1c: Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
HSF-LE.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs.
HSA-SSE.B.3c: Use the properties of exponents to transform expressions for exponential functions.
HSA-REI.A.1: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a
solution. Construct a viable argument to justify a solution method.
HSA-REI.D.11: Explain why the x-coordinates of the points where the graphs of the equations y=f(x) and y=g(x) intersect are the solutions of the equations f(x)=g(x); find the solutions
approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f9x) and/or g(x) are linear, polynomial, rational,
absolute value, exponential, and logarithmic functions.

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.
CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated reasoning.

Understandings

Essential Questions

Overarching Understanding
Students will use positive, negative and zero exponents, and
understand the difference between them.
Students will understand and use the following properties of exponents
to simplify expressions: zero exponent, negative exponent, product of
powers, quotient of powers, power of a power, power of a product, and
power of a quotient. Students will use these properties to solve real-life
problems involving exponents.
Students will understand the language and notation of nth roots and
how to evaluate expressions involving nth roots, including rational
exponents.
Students will understand the difference between linear and exponential
functions. They will understand a linear function to have a constant rate
of change, and an exponential function to have a constant factor that y
is being multiplied by over equal intervals of the x-values.
Students will understand the difference between exponential growth
and decay and use their knowledge to identify and solve real-life
applications of exponential growth and decay situations.
Students will understand how to work with exponential expressions that
have the same base, as well as how to manipulate those that do not
have the same base.
Students will understand geometric sequences to have the ratio
between each pair of consecutive terms be the same.
Related Misconceptions
Students may ignore the order of operations and evaluate expressions
from left to right.
Students may ignore the sign of the expressions and find only the
positive root of a number.
In the equation for an arithmetic sequence, students may not multiply
both terms inside the parentheses by the common difference.
Evaluating -2(5)^3, students may multiply first and evaluate (-10)^3
when only the 5 should be cubed.
Students may not understand why geometric sequences with a
negative common ratio is neither increasing or decreasing.

Overarching
How does this connect to our
previous unit?
How do exponential
relationships apply to my
daily life?
How can I use mathematics to
model the relationship
expressed in the real-life
problem?
How can you write general
rules involving properties of
exponents?

Topical
What is the difference
between a linear relationship
and an exponential
relationship?
What is similar about a linear
and an exponential
relationship?
How are exponential
relationships represented in
tables, graphs, and
equations?
How can you write and
evaluate an nth root of a
number?
What are some of the
characteristics of exponential
growth and decay functions?
How can explicit formulas be
used to determine quantities
that are difficult to measure?
How do arithmetic and
geometric sequences differ?
How can you use a geometric
sequence to describe a
pattern?

Objectives
Knowledge

Skills

Students will know

Students will be able to

Students will understand the language and notation of nth roots and
how to evaluate expressions involving nth roots, including rational
exponents.
Students will understand the difference between linear and exponential
functions. They will understand a linear function to have a constant rate
of change, and an exponential function to have a constant factor that y
is being multiplied by over equal intervals of the x-values.
Students will understand the difference between exponential growth
and decay.
Students will understand geometric sequences to have the ratio
between each pair of consecutive terms be the same.

Students will be able to work with properties of exponential

functions to simplify and evaluate expressions.
Students will be able to identify whether a function is linear or
exponential.
Students will be able to graph exponential functions.
Students will be able to evaluate exponential functions
algebraically and graphically.
Students will be able to use their knowledge to identify and
solve real-life applications of exponential growth and decay
situations.
Students will be able to work with exponential expressions
that have the same base, as well as how to manipulate those
that do not have the same base.
Students will be able to extend and graph geometric
sequences.

Assessment Evidence (Stage 2)

Performance Task Description: Section 6.1-6.3 Quiz

Goal

Role
Audience
Situation

Students will use positive, negative and zero exponents, and understand the difference between
them.
Students will understand and use the following properties of exponents to simplify expressions:
zero exponent, negative exponent, product of powers, quotient of powers, power of a power,
power of a product, and power of a quotient. Students will use these properties to solve real-life
problems involving exponents.
Students will understand the language and notation of nth roots and how to evaluate expressions
involving nth roots, including rational exponents.
Students will understand the difference between linear and exponential functions. They will
understand a linear function to have a constant rate of change, and an exponential function to
have a constant factor that y is being multiplied by over equal intervals of the x-values.
Students will identify and evaluate exponential functions algebraically and graphically.

Mid- Unit Quiz

Mr. Prowse and Miss Mattingly
This assessment will be completed after the lessons for section 6.1-6.3 have already been taught. The

Product/Performance

Standards

students will be allowed 30 minutes to complete the assessment and extra time will be arranged for
students that do not finish. For the first 20 minutes of class, there will be a short quiz review in the form
of a PowerPoint presented on the SMART board. Students will pretend that they are in a test situation.
Each question in the quiz review will be gone over as a class before moving on to another question.
Students will be allowed to use their notes from their student journal to refer to during the assessment.
Some students will have the opportunity to take the test in their study skills room with their Special
Education Instructor if their IEP allows.
Students will complete the entire quiz. This quiz is a formative assessment since it does count toward the
students overall grade, but can also be used as a formative assessment for students and teachers to
determine how well they understand the concepts in this chapter thus far.
HSN-RN.A.1: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those
values, allowing for a notation for radicals in terms of rational exponents.
HSN-RN.A.2: Rewrite expressions involving radicals and rational exponents using the properties of exponents.
HSA-CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with
labels and scales.
HSF-IF.B.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums: symmetries; end behavior; and periodicity.
HSF-IF.C.7e: Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline,
and amplitude.
HSF-IF.C.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal
descriptions).
HSF-BF.A.1a: Determine an explicit expression, a recursive process, or steps for calculation from a context.
HSF-BF.B.3: Identify the effect on the graph of replacing f(x) by f(x)+k, kf(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find
the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing
even and odd functions from their graphs and algebraic expressions for them.
HSF-LE.A.1a: Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over
equal intervals.
HSF-LE.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship,
or two input-output pairs.

Performance Task Description: Unit Test

Goal

Students will use positive, negative and zero exponents, and understand the difference between
them.
Students will understand and use the following properties of exponents to simplify expressions:
zero exponent, negative exponent, product of powers, quotient of powers, power of a power,
power of a product, and power of a quotient. Students will use these properties to solve real-life
problems involving exponents.
Students will understand the language and notation of nth roots and how to evaluate expressions
involving nth roots, including rational exponents.
Students will understand the difference between linear and exponential functions. They will
understand a linear function to have a constant rate of change, and an exponential function to
have a constant factor that y is being multiplied by over equal intervals of the x-values.
Students will identify and evaluate exponential functions algebraically and graphically.
Students will understand the difference between exponential growth and decay and use their
knowledge to identify and solve real-life applications of exponential growth and decay situations.

Role
Audience
Situation

Product/Performance

Standards

Students will understand how to work with exponential expressions that have the same base, as
well as how to manipulate those that do not have the same base.
Students will solve exponential equations with the same base, unlike bases, and by graphing.
Students will understand geometric sequences to have the ratio between each pair of consecutive
terms be the same.
Students will extend and graph geometric sequences.
End of unit test
Mr. Prowse and Miss Mattingly
This assessment will be completed at the end of the unit after a review day. The students will take the
assessment individually and in the classroom. The students will be given the whole hour to complete the
assessment and extra time will be arranged for students that do not finish. Some students will have the
opportunity to take the test in their study skills room with their Special Education Instructor if their IEP
allows.
Students will complete the entire test. Every student will have the option of doing test corrections once
they receive their score. Students who receive a 69% or below will have the opportunity to raise their
grade up to a 75% if they complete all of the test corrections. Students that receive a 70% or above can
earn up to 5% more by completing test corrections.
HSN-RN.A.1: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those
values, allowing for a notation for radicals in terms of rational exponents.
HSN-RN.A.2: Rewrite expressions involving radicals and rational exponents using the properties of exponents.
HSA-CED.A.1: Create equations and inequalities in one variable and use them to solve problems.
HSA-CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with
labels and scales.
HSF-IF.B.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums: symmetries; end behavior; and periodicity.
HSF-IF.C.7e: Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline,
and amplitude.
HSF-IF.C.8b: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
HSF-IF.C.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal
descriptions).
HSF-BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate
between the two forms.
HSF-BF.B.3: Identify the effect on the graph of replacing f(x) by f(x)+k, kf(x), f(kx), and f(x+k) for specific values of k (both positive and negative); find
the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing
even and odd functions from their graphs and algebraic expressions for them.
HSF-LE.A.1a: Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over
equal intervals.
HSF-LE.A.1c: Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
HSF-LE.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship,
or two input-output pairs.
HSA-SSE.B.3c: Use the properties of exponents to transform expressions for exponential functions.
HSA-REI.A.1: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from
the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
HSA-REI.D.11: Explain why the x-coordinates of the points where the graphs of the equations y=f(x) and y=g(x) intersect are the solutions of the
equations f(x)=g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive
approximations. Include cases where f9x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

Learning Plan (Stage 3)

Day
in
Unit

Lesson Topic

Lesson Learning
Objective

Description of how
lesson contributes to
unit-level objectives

6.1- Properties of
Exponents

Students will use positive,

negative and zero exponents,
and understand the difference
between them.
Students will understand and
use the following properties of
exponents to simplify
expressions: zero exponent,
negative exponent, product of
powers, quotient of powers,
power of a power, power of a
product, and power of a
quotient. Students will use these
properties to solve real-life
problems involving exponents.

6.1- Properties of
Exponents

Students will use positive,

negative and zero exponents,
and understand the difference
between them.
Students will understand and
use the following properties of
exponents to simplify
expressions: zero exponent,
negative exponent, product of
powers, quotient of powers,
power of a power, power of a
product, and power of a
quotient. Students will use these

Students will work with a partner

to complete Exploration 1 in their
student journal. This exploration
helps students to generate the
rules involving properties of
exponents by giving them several
situations where the properties
are applied. For each of the
problems in each part, students
may need to expand the
expression written and then
simplify to see a pattern. Once
students are completed, we will
match the properties that they
have generated to those listed
under Core Concepts in their
student journal.
Individually, students will
complete selected problems in
the Extra Practice, first
identifying the properties needed,
then simplifying the expression.

Assessment activities
Warm Up: Expand the following
expressions so that there are no
exponents: 25, 62, 97, 13, 04
Exploration 1
Monitoring students work
Questioning/Class discussion
Essential Question: How can
you write general rules involving
properties of exponents?
HW: p. 296 6-21(x3)

Monitoring students work

Questioning/Class discussion
Extra Practice Questions
HW: p.296 1, 24-30(x3), 34, 3954(x3)

properties to solve real-life

problems involving exponents.

6.2- Radicals and

Rational
Exponents

Students will understand the

language and notation of nth
roots and how to evaluate
expressions involving nth roots,
including rational exponents.

6.2- Radicals and

Rational
Exponents

Students will understand the

language and notation of nth
roots and how to evaluate
expressions involving nth roots,
including rational exponents.

6.3 Exponential
Functions

Students will understand the

difference between linear and
exponential functions. They will
understand a linear function to
have a constant rate of change,
and an exponential function to
have a constant factor that y is
being multiplied by over equal

Students will work in pairs to

complete Exploration 1 and 2
from their student journal. In
Exploration 1, students will be
using the cube root symbol, and
what they know about volume of
cubes, to find the length of each
side of the given cubes. Students
will find a calculator helpful in
testing their guesses for side
length. Exploration 2 will help
students make sense of an nth
root by estimating using a
number line.
Core Concepts- As a class, we
will explore the four rules listed
about the real nth roots of a.
Core Concepts- As a class, we
will take notes on rational
exponents, using some Extra
Practice Problems as examples
from student journal. (#2, 8, 13,
19, 25) The rest of the hour will
be spent having students work on
homework with those around
them. This will give students the
opportunity to ask questions to
both their peers and to the
instructor.
During the warm up, each
student will have a piece of paper
in front of him or her ready to
fold. We will discuss the
questions as a class that lead up
to the video. After the video is
complete, we will discuss the
questions that follow. This warm

Exploration 1 and 2
Monitoring students work
Questioning/Class discussion
Essential Question: How can
you write and evaluate an nth
root of a number?
HW: p.303 4-18even, 35, 37, 42

Monitoring students work

Questioning/Class discussion
HW: p.303 2, 19, 21-36(x3), 38,
45-48
Exit Slip: Rewrite the expression
in rational exponent form and
evaluate:
3432/3

Warm Up: Folding Paper

PowerPoint and video.
Explorations 1-3
Monitoring students work
Questioning/Class discussion
Essential Question: What are
some of the characteristics of the
graph of an exponential function?

intervals of the x-values.

Students will identify and
evaluate exponential functions
algebraically and graphically.

6.3 Exponential
Functions

Students will understand the

difference between linear and
exponential functions. They will
understand a linear function to
have a constant rate of change,
and an exponential function to
have a constant factor that y is
being multiplied by over equal
intervals of the x-values.
Students will identify and
evaluate exponential functions
algebraically and graphically.

Review Sections
6.1-6.3

Students will review the skills

and concepts of the properties of
exponents, radicals and rational
exponents, and exponential
functions in preparation for a
mid chapter assessment.

up is designed to get the

students thinking exponentially
instead of linearly. Students will
work in pairs to complete
Exploration 1 and 2. Students will
complete the tables quickly and
make conclusions about x and y
from the data they have
collected. As a class, we will
discuss what patterns we have
seen. Students will get back into
their pairs to complete
Exploration 3. As a class, we will
discuss how the graphs are
similar and how they are
different. We will begin to discuss
the differences between linear
and exponential functions. On
desmos, we will plot y=abx
having a and b be sliders. As a
class, we will make conclusions
about how the graph changes
when a and b change.
Students will complete a warm up
question that will remind them of
the characteristics of the graph of
an exponential function. We will
extend this understanding by
focusing on the Extra Practice
problems 10-14. Using desmos
and these questions, we will see
how exponential graphs are
transformed when in the form
y=abx+h+k. Students will practice
describing the domain and range
of these functions.
Students will be working in
groups of 2 or three to complete
the problem trail activity. This
activity has several multiple
choice questions that lead them
along the correct trail based on
the answers that they pick. If

HW: p.310 5-25odd, 46, 48, 50

Warm Up: Graph the function

y=3x and describe its domain and
range.
Monitoring students work
Questioning/Class discussion
HW: p.310 32-40, 51-53, 57, 58

Problem Trail Review Activity

Monitoring students work
Questioning

Quiz: 6.1-6.3

Students will demonstrate their

knowledge on the first three
sections in this chapter by taking
a quiz.

6.4- Exponential
Growth and
Decay

Students will understand the

difference between exponential
growth and decay and use their
knowledge to identify and solve
real-life applications of
exponential growth and decay
situations.

10

6.4- Exponential
Growth and
Decay

Students will understand the

difference between exponential
growth and decay and use their
knowledge to identify and solve
real-life applications of
exponential growth and decay
situations.

students discover that they are

on the incorrect trail, they will be
forced to rethink questions they
got wrong. This helps students
pinpoint which areas they are still
struggling with, and what areas
they are strong in.
For the first 20 minutes of class,
students will work individually on
quiz review problems presented
on the SMART board. Volunteers
will come up and show their work
for the whole class. Students will
be given 30 minutes to complete
the quiz.
Students will work on the first
part of the Exponential growth
and decay lab, focusing on
growth (Part 1 of the lab).
Students will be working in
groups of 3 or 4.
By taking experimental data,
students will develop and
exponential growth function that
models their data. Students will
understand exponential growth to
be a population of something that
is growing exponentially, in this
case, doubling every time.
Students will work in the same
groups as the previous day to
complete part two of the M&M
lab, which focuses on exponential
decay. By the end of this lab,
students will compare the
characteristics of exponential
growth and decay functions and
discuss how initial value and rate
determine how the function
grows.

Section 6.1-6.3 Quiz

Quiz Review
Student Test Self Assessment

Part 1 of M&M lab

Monitoring students work
Questioning
Essential Question: What are
some of the characteristics of
exponential growth?
HW: Finish Up Part 1 of Lab

Part 2 of M&M lab

Monitoring students work
Questioning
Essential Question: How can
we identify if a relationship is
exponential growth or decay?
HW: p.319 6-39(x3), 41, 44

11

6.5- Solving
Exponential
Equations

Students will understand how to

work with exponential
expressions that have the same
base, as well as how to
manipulate those that do not
have the same base.
Students will solve exponential
equations with the same base,
unlike bases, and by graphing.

12

6.5- Solving
Exponential
Equations

Students will understand how to

work with exponential
expressions that have the same
base, as well as how to
manipulate those that do not
have the same base.
Students will solve exponential
equations with the same base,
unlike bases, and by graphing.

13

6.6- Geometric
Sequences

Students will understand

geometric sequences to have
the ratio between each pair of
consecutive terms be the same.
Students will extend and graph
geometric sequences.

The first day of this section we

will focus on solving exponential
equations by graphing. Students
have previously learned in the
last chapter that the solution to a
system of equations is where the
graphs intersect. Students will be
using this idea in explorations 13. They will be working in pairs to
complete this exploration.
At the beginning of this lesson,
we will do some direct instruction
as a class to introduce solving
exponential equations
algebraically. Students will work
with those around them to
complete the even extra practice
problems. Selected students will
present their solution on the
board.
Students will work in groups of 4
to complete the following
problem using the S.T.A.R.
Method:
You start a chain email and send
it to six friends. The next day,
each of your friends forwards the
email to six people. The process
continues for a few days. After
how many days will 1296 people
have received the email?
Students will be working on
posters to fill out the STAR
graphic organizer, being sure to
follow group norms and their
assigned roles. After about 15
minutes of working on the
problem, students will do a
gallery walk to assess other
groups work. I will choose two
groups to present their work,
preferably two groups that
answered the problem correctly,

Monitoring students work

Questioning/class discussion
Explorations 1-3
Essential question: How can
you solve an exponential
equation graphically?
HW: p.329 21-36(x3), 42, 47

Monitoring students work

Questioning/class discussion
Presented work on board(Extra
Practice Problems).
HW: p.329 3-18(x3), 39, 44, 45,
48

Monitoring students work

Questioning/class discussion
STAR posters
HW: p.336 3-24(x3), 35

but went about it different ways.

14

6.6- Geometric
Sequences

Students will understand

geometric sequences to have
the ratio between each pair of
consecutive terms be the same.
Students will extend and graph
geometric sequences.

15

Chapter 6
Review

Students will demonstrate their

understanding of exponential
functions and sequences by
simplifying expressions leaving
only positive exponents,
evaluating exponential
expressions using the
exponential properties, graphing
exponential functions, solving
exponential equations,
implementing exponential
growth and decay models in
story problems, and identifying
and extending geometric
sequences.

16

Chapter 6
Review

Students will demonstrate their

understanding of exponential
functions and sequences by
simplifying expressions leaving
only positive exponents,
evaluating exponential
expressions using the
exponential properties, graphing
exponential functions, solving

In the student journal, we will

take notes as a class on the core
concepts of geometric
sequences, specifically about how
they differ from arithmetic
sequences studied in a previous
chapter. Students will have work
time to finish the book work
assignments from this section.
They will have the opportunity to
ask their peers and myself
clarifying questions while they
work.
Students will participate in a
review PowerPoint activity that
includes questions that cover the
concepts and procedures from
6.1-6.6. Students will be working
individually at their desk,
pretending like it is a test
atmosphere. While the students
are working, two students will be
picked at random to work on the
problem together on the board.
This work will be used to drive
the class discussion. If the rest of
the class agrees, we will move
on, if the class has a dispute or
question, we will look at the
problem together.
Students should have worked on
the chapter review assignment
for homework the previous night.
The entire class will be
designated for Q&A between the
teacher and the students.
Students can work together to
complete the packet if they did
not finish it for homework.

Essential question: How can

you use a geometric sequence to
describe a pattern?
Questioning/Class discussion
Monitoring students work
HW: p.336 25-32, 37, 38

Presented work on the board

Questioning/Class discussion
Monitoring students work
Chapter review assignment at the
end of the chapter. P.348 1-31

Chapter review assignment at the

end of the chapter. P.348 1-31

17

Chapter 6 Test

exponential equations,
implementing exponential
growth and decay models in
story problems, and identifying
and extending geometric
sequences.
Students will demonstrate their
understanding of exponential
functions and sequences by
simplifying expressions leaving
only positive exponents,
evaluating exponential
expressions using the
exponential properties, graphing
exponential functions, solving
exponential equations,
implementing exponential
growth and decay models in
story problems, and identifying
and extending geometric
sequences.

This assessment will be

completed at the end of the unit
after two review days. The
students will take the assessment
individually and in the classroom.
The students will be given the
whole hour to complete the
assessment and extra time will
be arranged for students that do
not finish. Some students will
have the opportunity to take the
test in their study skills room with
their Special Education Instructor
if their IEP allows.

Unit Test
Student Test Self Assessment