5E Thinking through a Lesson Protocol (5E-TTLP)

Class Info
Teacher Name: Ms. Martin
Class and Grade: Interactive Mathematics Program (Year 3)
Date: 10/31/16
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Lesson Info
Lesson Name: Small but Plentiful

Lesson Topic: Exponential Functions Modeling Population Growth

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Standards
Nebraska Mathematics Content Standards

MA 11.2.3a Analyze, model and solve real-world problems using various representations (graphs, tables, linear equations, quadratic,
exponential, square root, and absolute value functions).

MA 8.2.3a Describe and write equations from words, patterns and tables.

Nebraska Mathematics Process Standards

Solves Mathematical Problems Through the use of appropriate academic and technical tools, students will make
sense of mathematical problems and persevere in solving them. Students will draw upon their prior knowledge in
order to employ critical thinking skills, reasoning skills, creativity, and innovative ability. Additionally, students will
compute accurately and determine the reasonableness of solutions.

Models and Represents Mathematical Problems Students will analyze relationships in order to create mathematical
models give a real-world situation or scenario. Conversely, students will describe situations or scenarios given a
mathematical model.
 5E Thinking through a Lesson Protocol (5E-TTLP)
Communicates Mathematical Ideas Effectively Students will communicate mathematical ideas effectively and
precisely. Students will critique the reasoning of others as well as provide mathematical justifications. Students will
utilize appropriate communication approaches individually and collectively and through multiple methods, including
writing, speaking and listening.

Makes Mathematical Connections Students will connect mathematical knowledge, ideas, and skills beyond the math
classroom. This includes the connection of mathematical ideas to other topics within mathematics and to other content
areas. Additionally, students will be able to describe the connection of mathematical knowledge and skills to their
career interest as well as within authentic/real-world problems.
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Objectives and Assessments

Lesson Objective(s)

The learner will know:

o The equation associated with population growth
o The exponential function models population growth
The learner will understand:
o The connection between population growth and the exponential function
The learner will be able to:
o Write an exponential equation
o Use data to come up with a formula (particularly exponential)
o Discuss the ideas of population growth represented by exponential functions.
o Model population growth through exponential functions

Lesson Assessment(s):

I will assess:
o Students understanding of population growth represented by an exponential function. I will be able to assess this
through conversations brought up in class as well as how students answer questions 1-3. I will collect these at the end
of the period. This way I can assess the students aloud as well as their knowledge on paper. I will be listening for
students to use terms such as population growth and exponential function.
o Students ability to model data with a function/formula. I will be able to assess this through answers to problems 2 and 3.
The answers to the discussion questions after task two will allow me to assess students aloud and through
methods used to find formulas on paper and through discussions. I want to hear students using exponential
terms and function rule terms. I also want to see them making tables, charts and/or graphs to represent the data to
help them come up with a function. I would also like to see them test values other than the ones listed to confirm their results.
 5E Thinking through a Lesson Protocol (5E-TTLP)
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Materials Needed
Pen or pencil
Piece of paper to write on

Overarchi 5E Approx. Students Activities Anticipated Student Teacher Activities

ng Lesson Thinking & Questions
Phases Timing (details about how students (details about what work the
Phases
are configured, what work teacher is doing including
[in CMP] they are doing and how they specific actions performed
are recording their work) and questions asked/
responses given)

LAUNCH Engage 5 min -Teacher will be configuring

-Students will be configured
at tables with table partners
-Only supplies needed are a
pencil and paper. Students
may have book/binder out to
follow along.
-Students are reading and
discussing ideas with table
partners.
students so that everyone
has a table partner.
-Teacher will make sure
every one has paper to write
on.
-Ask the students to read
and think about what is
presented on slide 2 or along
on the worksheet. Please
How does this relate to read this silently to
previous yourselves. Once, you
knowledge/ideas/lessons? and your partner have
both read this, begin
-We want them discuss ideas
discussing how this may
from previous lesson, such
relate to ideas we talked
as population growth or
about in the last lesson. I
exponential growth
will give you about 3
 5E Thinking through a Lesson Protocol (5E-TTLP)
-A student from each table is minutes to do so.
sharing aloud their ideas to
-Have students share aloud.
the teacher when called
upon. -Teacher keeps ideas in mind
until later for summarize.
(Make notes if possible)
(5 minutes maximum)

(5 minutes maximum)
EXPLORE1 Explore 15

Explain -Teacher keeps in mind these

ideas for later and turns back
Elabora
to slide 3. (Task 1).
te

Evaluat
e working on Task 1. Ask them
-Students begin working on
Task 1 and discussing how
they arrived at those
answers.
(5 minutes for work time)
How did you arrive at
these answers?
Did you and your partner
differ from the rest of the
table?
If so, how?
Did you still get the same
answers?
-Ask students to begin
to discuss their answers and
how they arrived at those
answers. Begin working
on task 1 with your table
partners and discuss your
answers with your full
tables when finished.
-Teacher is walking around
the room, listening for
conversation. Listen for
different ways in which the
answers were found.

(5 minutes for work time)

1 Keep in mind that the 5E phases of Explore, Explain, Elaborate, and Evaluate should occur within the Explore and/or Summarize phases, but
they do not need to occur in both. Color coding can help you to identify the phases throughout your plan
5E Thinking through a Lesson Protocol (5E-TTLP)

If while asking these

-Students listening to Do we agree or disagree
teacher facilitate
conversation or answering
questions and discussing
differences in answers or
how the problem was solved.
questions at the table and
find an interesting difference
bring up these differences
and ideas in front of the
class as a whole.
-Teacher brings class
together, and discusses any
important ideas that may
have come up.
with that answer?
-Discuss any differences that
Why? teacher notices during work
time. (Teacher just brings the
ideas forward as things to
think about for the students,
but doesnt necessarily
discuss.)

(1-2 minutes for class

discussion)

-Students begin working

What methods did you -Teacher wraps up
through Task 2 with table
use to come up with this conversation after a few
partners.
formula? minutes and turns to slide 4.
-Discuss differences in (Task 2)
formulas and methods. Did you come up with a
similar or different -Ask students to begin
formula than your table working on Task 2 with table
partner? partners. Begin working
on Task two, discussing
Why are 2^2d and 4^d answers and methods
equivalent? with your table partners
5E Thinking through a Lesson Protocol (5E-TTLP)
(If both cases are presented)
(if not, ask how the
equation can be
represented differently)
(5-8 minutes for work
time)
What formulas did you
come up with?
Do you all agree or
disagree?
Did anyone come up with
-Students answering
questions presented by anything different?
teacher.
What (if any) differences
-Students discussing ideas are between the
with others and/or teacher. formulas?
-Students asking questions What were the ideas
of teacher. behind the two formulas?
From previous
knowledge, what kind of
formula is this?
If anyone got to Question
3 from the slides, what
answer did you arrive at
and how did you get
there?
How does this formula
(End)
relate to things that we
and then begin to
compare your thoughts
with the rest of your
table. We will have about
5-7 minutes for this.
-Teacher begins to walk
around and listen for
interesting conversation to
bring forward to class.
-Teacher also asking students
questions about methods
and differences.
(5-8 minutes for work
time)
-Teacher facilitates
conversation at tables.
-Teacher may use, think,
pair, and share if no
conversation builds.
-Use any questions from
work time if needed.
-Bring up any conversation
or ideas that may have
emerged from other tables.
-Have each table share an
idea with the teacher about
the formula they came up
with and how it relates to
previous knowledge/lessons.
 5E Thinking through a Lesson Protocol (5E-TTLP)
SUMMARI Explain
ZE1
Elabora
te
Evaluat
e problem?
-Students are answering
questions prompted by the
teacher and participating in
conversation between
classmates about
exponential functions and
population growth
(By going around to tables
during work time)
have previously done? (End)
-Teacher would then lead
students into summarize.
-Bring class back together
and ask the students,
What are all the
Is this the only equation different formulas we
that we came to? came up with for this
Any others?
-Have students share their
responses and write them on
the board for all to see.
-Try to get students to come
Are these two equations
forward with two different
equivalent or not?
formulas, so we can relate
How can we tell that they them and see if they are the
are or are not? same and whether or not
they arrive at the same
Did you arrive at the
answers using them.
same answers using
these equations? -Maybe they are different if
they defined their variables
Did you define your
differently.
variables differently?
-Get students to talk about
How does all of this
why this would affect their
relate to our previous
answers/equations.
lesson?
-Ask students to relate this
5E Thinking through a Lesson Protocol (5E-TTLP)
-We want them to be able to
(END) relate population growth and
exponential equations
equivalent, then all the goals
to a previous lesson.
-Once students have
connected the idea of
exponential functions
representing the population
growth and that there are
multiple ways of writing the
formula that are still
have been reached.
(END)