Louisiana State University

Instructional Models

LSU Team: Hanna Jarboun and Fredrickia Jackson Mentor Teacher: N/A Course: EDCI 4500
Date to be Taught: N/A School: LSU Classroom Number: n/A
Time to be Taught: N/A Grade Level: Algebra 1 Lesson Topic: Applying Exponential Functions

Title of Lesson:

Applying Exponential Functions in the real world

Source of Lesson:

https://teacher.desmos.com/exponential

Data source: http://natoonline.org/data/ticket-price

Description of Concepts to be Taught (include a brief summary of why the lesson is important to students):

Exponential Functions- exponential function is a function of the form. In which the argument x occurs as an exponent. A function of the form where
c is a constant, is also considered an exponential function

Exponential Decay- Exponential decay describes the process of reducing an amount by a consistent percentage rate over a period of time and can be
expressed by the formula

Exponential Growth- Exponential growth is exhibited when the rate of change—the change per instant or unit of time—of the value of a
mathematical function is proportional to the function's current value, resulting in its value at any time being an exponential function of time, i.e., a
function in which the time value is the exponent.

NCTM/NSES Standards:

A1: A-CED Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear, quadratic, and
exponential functions.

A1: F-BF Write a linear, quadratic, or exponential function that describes a relationship between two quantities.

A1: F-LE A. Construct and compare linear, quadratic, and exponential models and solve problems.
1) Distinguish between situations that can be modeled with linear functions and with exponential functions.

a) Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal
intervals.

b) Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. c. Recognize situations in which a
quantity grows or decays by a constant percent rate per unit interval relative to another.

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).

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.

A1: F-LE B. Interpret expressions for functions in terms of the situation they model. 5. Interpret the parameters in a linear, quadratic, or exponential
function in terms of a context

Student Learning Objectives:

SWBAT design a exponential graph of their budget.

SWBAT create an equation for their exponential graph.

SWBAT define exponential decay.

SWBAT graphically represent data.

SWBAT explain how the concepts apply to the real world.

SWBAT explain data collected in a clear and concise way.

SWBAT to identify, construct, and analyze simple exponential function.

Safety Precautions: Students are not horse playing and using the Chromebooks appropriately.
Advanced Preparations:
Students will need access to a graphing calculator or a laptop to help find regression line of best fit for the exponential function.
What the Teacher Will Do
Review Exponential Functions with students to
make sure students have a clear idea and
understand the material in order to proceed.
TRANSITION
Have students take out there project notebooks.
What the Teacher Will Do
Have students get into their project groups and
give them the Desmos Activity.
ENGAGEMENT Approximate Time: 10 minutes
Eliciting Questions and Student Responses What the Students Will Do
What is an exponential function? Complete a bell ringer for exponential functions as
a way to review what they have learned in the
An exponential function is a function of the Benchmark lesson.
form. In which the argument x occurs as an
The students will then have a discussion lead by
exponent. A function of the form where c is a the teacher about exponential functions to make
constant, is also considered an exponential sure the material is fully understood.
function
What is exponential decay?
Exponential decay describes the process of
reducing an amount by a consistent percentage
rate over a period of time and can be
expressed by the formula
Where is exponential decay shown in your project?
Budgeting the money will show a exponential
decay as the money is spent.
EXPLORATION Approximate Time: 30-45 minutes
Eliciting Questions and Student Responses What the Students Will Do
Will complete the Desmos activity online using
Desmos as a way to help them understand what

Teacher will explain the activity to the students.
Part 1: Emphasize the range of student responses
on this screen. It's okay—even desirable—to lack
consensus at this stage. The activity will build
toward consensus later on.
Part 2: Point out interesting and unique sketches.
Part 3: Use the teacher dashboard to see a visual
summary of student responses.
Before correcting students who select an
inappropriate model, let them feel the
"consequence" of their choice on the next screen.
TRANSITION
Students pick a team presenter for each group to help facilitate a class discussion.
What the Teacher Will Do
Have a classroom discussion where students will
discuss the results and what they have learned.
Part 4: Highlight unique models and surprising
predictions for the class.
Part 6: Discuss with students the merits of
changing their model, or keeping it as is
Part 2: Ask students to interpret them in words and
ask each other questions.
In particular, watch for:
• Increasing vs decreasing, and their respective
meanings based on the axis labels
• Linear vs exponential
EXPLANATION
Eliciting Questions and Student Responses
Part 4:Ask students to justify their responses,
critique each other’s' reasoning, and consider the
implications of each model (in particular, what each
model suggests for larger and larger `x`-values).
they are looking for in their own projects. This will
also help them to understand how Desmos works.
Depending on the resources if every student can
have their own laptop they will each complete the
activity on their own in there groups. If electronics
are limited it will be done as a group.
In this activity, students build a model to describe
the relationship between average US movie ticket
price and time. Students then use that model to
make predictions about past and future ticket
prices. Students also interpret the parameters of
their equation in context.
Complete the 9 parts of the activity.
using http://www.natoonline.org/data/ticket-
price/
for the data about movie tickets.
Approximate Time: 10-15 minutes
What the Students Will Do
Students will explain and present work. Presenting
what models they made and what predictions they
had.
Explain how their predictions compared to the final
answer.
Part 7: Ask students how their predictions (the
original estimate, as well as both calculations)
compare to the final answer.
TRANSITION
Have students make a project notebook entry about what they have learned.
What the Teacher Will Do
Ask students to use the information they have
collected and expenses they have accumulated to
begin creating their own exponential decay graph.
Ask students to find a line of best fit and an
equation for their graphs to give them an idea of
how fast they could finish their money and how well
they are budgeting.
TRANSITION
Pack up and get ready for exit ticket
ELABORATION
Eliciting Questions and Student Responses
How can we use exponential functions in our
project?
To represent the budget and money being spent.
What type of function will spending money be?
Exponential Decay
What is the line of best fit and what resources are
available to find it?
A line of best fit (or "trend" line) is a line that best
represents the data on a scatter plot. This line may
pass through some of the points, none of the
points, or all of the points.
We can use Desmos.com to help us build and play
with the graph.
Based on the information you have collected what
is the biggest portion of your groups budget being
spent on?
Answers may very: Gas, Lodging, food, car rental,
etc.
EVALUATION
Approximate Time: 25- 30 minutes
What the Students Will Do
Take all the data about the expenses they have
compiled such as gas cost, lodging, food, car rental
and more to see where they stand with money and
what they have left to spend.
Students can make there graph in any way they
choose if it be on Desmos.com or by hand.
They need to find the line of best fit to get an
estimated equation for their spending on the trip to
estimate how long they have till they run out of
money. This will allow them to make changes if
needed and plan properly for the rest of the trip.
Approximate Time: 5 minutes
 What the Teacher Will Do Eliciting Questions and Student Responses What the Students Will Do

Give students an exit ticket. Take an exit ticket and give to teacher on the way
out of class.
LSU Team: Mentor Teacher: Lesson Topic:

Date to be Taught: School/Room:

Time to be Taught: Grade Level:

DATE Requested for Pick-up: DATE to be returned:

TIME Requested for Pick-up: TIME to be returned:

Items Requested # Requested # Returned

 Collected by ______________________________________ Date_____________

Returned by ______________________________________ Date_____________

Activity on Demos students will conduct:

Bellringer:

Name:________________-
Date:_________________

Year Population Change in populations

(millions) (millions)

1980 67.38

1981 69.13 1.75

 1982 70.93 1.80

1983 72.77 1.84

1984 74.66 1.89

1985 76.60 1.94

1986 78.59 1.99

1)Is the population growing linearly? NO

2)Divide each year’s population by the previous year’s population. What do you
notice? You notice a constant growth factor of 1.026; 2.6% growth rate
3)Exponential function? P = 67.38(1.026)^t

Exit Ticket:

Name:__________________-
Date:___________________

When doctors prescribe medicine, they must consider how much the drug’s effectiveness will
decrease as time passes. If each hour a drug is only 95% as effective as the previous hour, at some
point the patient will not be receiving enough medicine and must be given another dose. If the
initial dose was 250 mg and the drug was administered 3 hours ago, how long will it take for the
initial dose to reach a dangerously low level of 52 mg?
First, we will need to use the general exponential decay formula:

In the formula, represents the amount of medicine after time has passed. represents the initial amount of medicine. The
constant arepresents the rate of decay (and is always a number between 0 and 1), and t stands for time, which is in hours in this problem.

Now, we need to substitute known values for the variables in the formula. The problem asks how long it will take the initial dose to become

dangerously low. Therefore, is 52 in this problem. is the initial dose which is 250 mg. The rate of decay is which will be
converted to the decimal 0.95. Time t is what we are trying to find. So we have the following:

Finally we must solve the equation for time t. To do so, first divide both sides by 250 to simplify the equation.

Next we take the log of each side of the equation and bring down the exponent, t. For a reminder on taking the log of both sides as well as
the properties of logs, please examine this companion lesson.

Now, to solve for time t, divide both sides by (log 0.95) to obtain the following:
Now we use a calculator to find the value for t

hours

Checking our answer shows

A(t) = 250(0.95)30.61 = 52.00673226

In fact, t actually represents less than the number of hours required for the amount of drug left to go below 52 mg. This is because there is
still slightly more than 52 mg left at time t = 30.61 hours, our rounded off answer. The amount of the drug left will go below 52 mg sometime
AFTER 30.61 hours has passed.