Scaffolded Lesson Plan 1 Katherine Bertacini and Colby Wagner

Lesson Topic

Exponential Functions (Graphing)

Real world situations with money rising and falling.
Saving for a car, college, trip.
Relate the questions to what the students like and they will have a better interest.

Aligned Standard(s) Learning Goal(s) Assessments

Interpret expressions for Baseline: Worksheet of problems for

functions in terms of the
situation they model 5. Interpret
the parameters in a linear or
exponential function in terms of
a context. (F-LE.5.) (DOK 1,2)
Background knowledge of graphing:
algebra and exponential https://docs.google.com/doc
functions. ument/d/1tsnyMDZ_9XSq9o
Have 80 percent success WSIU333zOslA3lrLo6749Edl
rate to move on to the oJ0Gs/edit
graphing.
Graphing an exponential Geogebra example:
function on geogebra with https://ggbm.at/PdmvJC9x
a real world situation.
Exit slip:
https://docs.google.com/doc
ument/d/1FZOhyUgnrXvyqX
FfRXUG9RTa9Xnxr0_Nb5rH7L
VSQnQ/edit

White Board Work:

https://docs.google.com/doc
ument/d/1CQYEPgLYEFkiuWY
_9WlWt4kovwKEQDJs89W1x
5G8SuY/edit
 Depth of Knowledge and Blooms Taxonomy

(DOK 1,2) I can understand and apply the graphing of exponential

functions.
I can understand how different variables can affect the functions being
graphed.

Materials

Materials that will be in the classroom

Computer
Geogebra (Graphing)
White Board
Markers
Exponential Functions Worksheet to hand out
Writing utensil
A worksheet for the review at the start of class.
Geogebra is on the computers
Give time to have a computers to star.

Academic Language

Exponential functions, increasing/decreasing graphs, expressions, equations

Instructional Sequence Assessments Expectations,

Transitions

- To start of the lesson I will White Board Work: - Before the students even
introduce exponential functions https://docs.google.com/do step foot into my room they
by using what motivates many cument/d/1CQYEPgLYEFkiu should already know my
people. I will talk about money
WY_9WlWt4kovwKEQDJs89 expectations. In case they
and how leaving a certain
amount in your bank account W1x5G8SuY/edi have forgotten I will remind
will increase over time. t them as they are walking in
Geogebra example: that we have many activities
- At the start of class I will https://ggbm.at/PdmvJC9x to accomplish and that they
demonstrate on the whiteboard Worksheet of problems for need to be ready to learn
what an exponential function graphing: once the bell rings.
looks like and then graph that https://docs.google.com/do
function so the students can see
what it looks like visually. After, I cument/d/1tsnyMDZ_9XSq - Transitioning shouldnt be
will give the students a 9oWSIU333zOslA3lrLo6749 too difficult with this activity.
worksheet and direct them to EdloJ0Gs/edit Instead of waiting till I am
the geogebra website where Exit slip: done explaining the
they will solve the questions on https://docs.google.com/do example problem, I will pass
the worksheet. cument/d/1FZOhyUgnrXvy out the worksheet as I am
qXFfRXUG9RTa9Xnxr0_Nb5 finishing up. This will
- I will ask many questions that
involve them understanding
what exactly is going on. An
example would be if they
understand how the percentage
of how much its increasing or
decreasing over a given
interval.
- Giving instructions and
demonstrating the example on
the whiteboard should take
between 5-10 minutes and the
activity with geogebra and
worksheet should take between
10-15 minutes.
rH7LVSQnQ/edit hopefully create an easy
transition into the
worksheet.
- Explaining the example
problem and instructions
should take between 5-10
minutes and the worksheet
should take between 10-15
minutes.

- Towards the end of class, as an

exit ticket I will have the
students summarize what they
have learned. I will then
evaluate all the answers and
see if further explanation is
needed.

Plan for Differentiation

Can skip this section.

Post-teaching Reflection
Respond to these questions after you teach your first lesson.
1) How well did your lesson activities support attainment of your learning goals?

2) How well did your differentiation strategies allow students to access the learning
goals?

3) In reflecting on your instruction in relation to student learning, what 5-10 minute

segment of this lesson best captures the most effective instance of teaching and
learning? In answering, consider especially positive learning environment, active
student engagement in learning, and effective implementation of learning
strategies.

4) In reflecting on your instruction in relation to student learning, what would you

change and why?
Comments