Investment with Equations and Interest Rates

Names and Cynthia Cuautle, ​ccuautle@csu.fullerton.edu

Emails Maite Palacios, ​maitepalacios@csu.fullerton.edu
Natacha Woodson, ​n.woodson@csu.fullerton.edu

Grade Level 9th grade, Algebra I

Concept Linear and Exponential Functions

Simple and Compound Interests

Objective Students will be able to:

● ​Compare, interpret and construct graphs of equations of
linear and exponential functions
● Compare properties of 2 functions in different ways
(algebraically, graphically, numerically in tables)
● Describe whether a contextual situation has a linear pattern
of change. Write and equation to model it.
● Prove that linear functions change at the same rate over
time.
● Prove that exponential functions change by equal factors
over time.
● ​Compare formulas for simple interest and compound
interest
● Compute simple interest and compound interest problems. ​
● Identify which formula to use in specific scenarios.
● ​Solve problems in context with each model
● Identify the expressions of simple interest
● Identify the expressions of compound interest
● Apply the expressions of simple or compound interest
towards graphs
● Relate the expressions of simple or compound interest to
real-life applications
● Construct an example of simple or compound interest
● Justify their Frayer model to their peers during the gallery
walk
Standards CCSS.MATH.CONTENT.HSF.LE.A.1
Distinguish between situations that can be modeled with linear
functions and with exponential functions.
CCSS.MATH.CONTENT.HSF.LE.A.1.A
Prove that linear functions grow by equal differences over equal
intervals, and that exponential functions grow by equal factors over
equal intervals.
CCSS.MATH.CONTENT.HSF.LE.A.1.B
Recognize situations in which one quantity changes at a constant
rate per unit interval relative to another.
CCSS.MATH.CONTENT.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 (include reading these from a
table).

CCSS.MATH.CONTENT.HSF.LE.A.1
Distinguish between situations that can be modeled with linear
functions and with exponential functions.
CCSS.MATH.CONTENT.HSF.LE.A.1.A
Prove that linear functions grow by equal differences over equal
intervals, and that exponential functions grow by equal factors over
equal intervals.
CCSS.MATH.CONTENT.HSF.LE.A.1.B
Recognize situations in which one quantity changes at a constant
rate per unit interval relative to another.
CCSS.MATH.CONTENT.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 (include reading these from a
table).
CCSS.MATH.CONTENT.HSF.LE.A.3
Observe using graphs and tables that a quantity increasing
exponentially eventually exceeds a quantity increasing linearly,
quadratically, or (more generally) as a polynomial function
CCSS.Math.Content.HSA.SSE.A.1.B
​Interpret complicated expressions by viewing one or more of their
parts as a single entity

CCSS.Math.Practice.MP4
Model with mathematics
CCSS.Math.Practice.MP7
Model and make use of structure
Activity Functions (Linear and Exponential)
Lesson​: This topic will first be introduced in a lesson as a
PowerPoint presentation. This lesson will explain what is a
function, differences between linear and exponential functions, and
different representations of these functions. Students will have a
Guided Notes Worksheet where they are able to fill it in as the
teacher teaches. The teacher will make sure they give students
enough time to explain each part in their own words and allow
there to be questions. After learning this topic, students will show
what they have learned as they create their own word problem that
relates to Linear and Exponential Equations. Then, they will include
an algebraic function, table, and graph that relates to their word
problem. Students will then share their own word problem to a
partner and they will each work on the shared problem to explain
how they are able to represent it in the different forms.
Webercise​: Student’s knowledge of functions will be assessed
through the form of a Webercise activity. The teacher will s​plit up
the class into groups of 3 members. Together, they will visit the
sites on their device. As a group, they will answer the questions
and explain their reasoning on their own worksheet. After everyone
has completed the Webercise, they will engage in an activity called
"Coffee Talk".
Coffee Talk: ​Since they will be evaluating four different websites,
there will be four different talks. You will randomly selected 5-7
students to form a circle in the middle or front of the class. You will
decide on what question(s) from the first website they will discuss.
You can also ask general questions such as; What are the
differences of Linear and Exponential Functions? Once you
introduce the question, the students among the circle will have a
conversation about it while the rest of the class listens. Here, you
will be able to assessing their knowledge and students will be able
to hear the different perspectives and ways of explanations from
other classmates. This is the first step to learning how to do in
class presentations.

Simple and Compound Interest Presentation​.

This lesson will be introduced by a Prezi Presentation. The first
slide will be showing a youtube video to students, this will open the
door to a conversation about this topic. Students will be encourage
to speak what they are thinking, hence they will contribute to their
own learning. The presentation will continue and students will work
with partners to solve some examples given in the presentation.
 Once again we will resume the presentation pausing so that
students can discuss about what they are learning. Once the
presentation is over, students must take a quiz.

Interest Rate Project

The Interest Rate Project is one way that the lesson will be
summarized since it will be requiring students to consider the parts
that they have learned from the linear versus exponential and
simple versus compound interest parts of the lesson, especially
regarding the graphs, examples, and real - life application parts.
The Interest Rate Project is a project in which students will create a
poster of a Frayer model graphic organizer. Students are required
to choose a topic of simple or compound interest and include the
following information on the following sections: definitions in their
own words, graphs relating to their selected topic, a real -life
application of their selected topic, and an example of their selected
topic. Following the completion of their posters, the groups will
present them in a gallery walk format.

Timeline: 2-3 class periods

Anticipated Predicted Student Solution for the Super Quiz #1

Student https://math401finalproject.weebly.com/
Solutions Look on the tab of Simple and Compound Interest Lesson, there
you will find a copy of a solution of the Super Quiz.

Predicted Student Solution to Guided Notes Example

https://math401finalproject.weebly.com/lesson-plan.html
An example to the Guided Notes Student’s example of
representing a Linear and Exponential Function can be found at the
bottom of the Lesson Tab.

Predicted Student Solution to the Interest Rate Project

One example for the Interest Rate Project
Anticipated Predicted Student (Mis)conception #1:
Student ● Students might not know what formula to use when they
(Mis)conceptions have to calculate simple or compound interest.
● Students might not convert the percentage interest rate to
decimal.
● Students might not remember the formulas for both the
compound and simple interest.
● Students might think that both functions form linear graphs.

Predicted Student (Mis)conception #2

● When students are dealing with functions, they often write
the function without any variable to show the input. They do
not seem to understand the concept of input and output.
● Struggle to understand the conceptual understanding that a
linear functions changes by a constant number while an
exponential function changes by a constant rate or factor.
● Know how to correlate a given word problem to a function, a
function to a table, and a table to a graph.

Teacher If a student gets stuck on a task, for example an activity, they can
Questioning & refer back to the Lesson and Guided Notes. Also, since they will be
Prompting collaborating and working in groups, they may ask their classmates
for help.

If a student is working on something off task, the teacher will ask

them relevant questions, such as ask them questions about if they
would like own a car, a home, or even a credit card and remind
them that this lesson will be important for their future.

If a student finishes the task early, a teacher will ask them to help
their classmates or to elaborate on their answers and explanations.
The teacher may also ask them to solve for additional problems.
Informal & Functions Lesson
Formal Students will be assessed of their understanding of functions
Assessment (linear and exponential) by completing a Guided Notes Worksheet.
Question #1: ​What is a function? What are the different
components of a function?

Question #2: ​What is a linear function and what are the different
ways to represent it? Explain how each connect.

Question #3: ​What is an exponential function and what are the

different ways to represent it? Explain how each connect.

Question #4:​ Provide your own scenario by creating a word

problem that relates to linear and exponential functions. Support
your word word problem with an algebraic function, table, and
graph.

Timeline: 1 class Period

Functions Webercise
Students will be assessed on how to represent a linear and
exponential function through the form of a word problem, algebraic
expression, table and graph.
Question #1: ​How are you able to write a function?

Question #2:​ How are you able to identify if the function

represents a linear or exponential relationship?

Question #3: ​How are you able to relate a graph to a word

problem?

Question #4: ​How are you able to relate a table to a function?

Timeline: 1 Class Period

During Simple and Compound Interest Lesson Presentation

Question 1:​ ​Why does the Simple Interest equation form a linear
graph?

Question 2:​ ​Can we construct tables showing the same

information as the graph of Simple Interest?

Question 3: ​Can you think of a scenario where you will be able to

 apply the Simple and Compound Interest formulas?

Question 4:​ Why does the Compound Interest formula from an

exponential graph?

Question 5:​ ​How can we relate this topic to the real world?

Question 6:​ ​What is the difference between Simple and

Compound Interest?

Interest Rate Project (Informal Assessment)

Students in groups of three will:
● Create a poster with a Frayer model graphic organizer to
illustrate simple or compound interest with definitions,
graphs, real-life applications, and examples; and
● In a gallery walk, present their poster to their peers in a 3 -
5 minute presentation
● Timeline: 2 - 3 class periods
○ 1 class period to select groups and create posters
○ Another class period to finalize posters and present
posters in a gallery walk format (may include one
more class period to finish presenting posters, if
necessary)
Timeline: 2-3 class periods

Materials Functions Lesson

● PowerPoint Slide #1
● Printed Guided Notes Worksheet A
● Printed Webercise Worksheet B
● A device to visit the website

Simple and Compound Interest Lesson:

● White board markers
● Small white boards
● Bag of candies
● Super Quiz Handout#1 (See Appendix)
Interest Rate Project:
● Post-it Self Stick Easel Pad, Plain White Paper
● Different Colors in Sharpies
● (See Interest Rate Project Sample for how the materials
were utilized)
 Sources Functions
Lesson:
Functions
Linear vs. Exponential Functions
Webercise:
Function Problems
Applications
Both:
Linear and Exponential Growth
Linear and Exponential Models

Carnegie Learning (Integrated Math 1)

https://www.merriam-webster.com/dictionary/dictionary
https://www.youtube.com/watch?v=9E1C-fKOQxE
https://www.youtube.com/watch?v=XSGdzJSO3sQ
https://www.youtube.com/watch?v=8NC_OHBgV2Q&t=228s

Appendix
Functions Documents
Lesson PowerPoint Slide #1
Guided Notes Worksheet A
Webercise Worksheet B

Simple and Compound Interest Documents

Hand out #1:
This is the ​Super Quiz​ the students will take at the end of the Simple and Compound Interest
Presentation.

Interest Rate Project Documents:

- Interest Rate Project Directions
Interest Rate Project Directions

- Interest Rate Project Rubric

Interest Rate Project Rubric

- Interest Rate Project Sample

- (since there are many ways for students to complete this project, I have included
one sample idea)
Interest Rate Project Sample