Twsaubreyence

!"#$%"& ()&* +#,-.
"

Aubrey Ence

Logarithms

February 6
th
-February 26
th

12
th
Grade

Secondary Math III

"
Table of Contents

3................................Standard I-Contextual Factors

8...Standard II-Unit Plan

11..Standard III-Lesson Plans

26..Standard IV-Analysis of student Learning

27Standard V- Reflection and Self Evaluation

29...Appendix A

30Appendix B

#
Standard I: Classroom Contextual Factors (DM1)

1. Demographics:

a. Students: In Mr. Allreds College Prep
class there are 16 seniors. Ten of which are
female while the remaining 6 are male.
This overrepresentation of females is not
common in the all the classes; just 4A.

b. Ethnicity: The class is White,
Hispanic, African American,
and Other (Polynesian).

2. Language Proficiency: There are no English Language Learners in the classroom.

3. Exceptionalities:

There are two students in the class with an
IEP: For this Work Sample they will be
classified as Student 1 and Student 16.

!
1
4
!
1
8
!
1
16
!
1
16
$
4. Social Economic status (SES):

The only information I could dig up about
the individual students SES is that two of
them receive free/reduced lunch at the
school. I put unknown for the rest of the
students because the only information I
know about their SES is that they do not
receive free/reduced lunch.
* I feel its important to note that although only two out of 16 students are classified with an
exceptionality, there are other students that are flying under the radar of Sp. Ed. that would
benefit from extra assistance. I will keep all of these students in mind as I plan activities.
5. Academic Knowledge:
Student # Total Homework %
8/19-12-17
Total Test %
8/19-12-17
Quarter 1
Final Grade
% Quarter 2
Final Grade
%
Student 1 98 61.2 B- 80 C- 71
Student 2 88 96.5 A 97 A- 90
Student 3 82.8 74 B 83 C- 72
Student 4 96 89 A 95 B+ 89
Student 5 96.8 64 C+ 78 C 76
Student 6 87.6 96 B+ 89 A 96
Student 7 95.6 73.7 B+ 87 C+ 77
Student 8 82.8 98.7 A 97 B+ 88
Student 9 78 69 C 74 C- 71
Student 10 62 41,7 D 66 F 34
Student 11 95.6 94.2 A 94 A 96
Student 12 75.2 53.7 C 73 F 51
Student 13 92.8 72 B- 82 C+ 78
Student 14 70.8 68.7 C- 72 D+ 68
Student 15 92 92 A 97 B+ 88
Student 16 86.4 76.5 B+ 87 C 74
* The class is made up of seniors who dont need a math credit, but felt it was necessary for them
to take another math class in order to prepare themselves for college.
Yellow Shading: indicate Special Ed. Students. Subgroup A
Green Shading: Subgroup B

%
6. English Language Learners: There are no English Language Learners in the classroom.
Therefore I wont spend too much time focusing on ways to incorporate tools of language
development and reading content into class instruction. However there are many collaborative
learning activities that are particularly helpful to ELL students, but also benefit Non-ELL
students equally. I will incorporate these types of learning activities (example: Chunk n Chew,
Four Corners, Quiz-Quiz-Trade, Sage n Scribe, etc.) because I think each student can benefit
from activities that strengthen/develop language and reading in a math setting.
7. Multicultural Perspectives: I would start by creating an atmosphere that emphasizes the
importance of academic achievement, but also maintains cultural identity and heritage. I will
encourage the students to know and praise their own heritage. Once the environment is set to
where its a culturally safe place for students then I would move on to curriculum. I will use a
wide variety of instructional strategies that are connected to different learning styles. Since the
class I teach is math, I will make sure that the instruction incorporates every day life concepts
such as economics, consumer habits, and employment of various ethnic groups. In order to teach
these concepts I will try to cater to the different learning styles of students by including activities
that use multiple sensory opportunities. These activities will be similar in some ways to those
used for ELL purposes.
8. Exceptionalities: There are two students in the class with an IEP. Student 1 is allowed
extended time on tests, quizzes, assignments, etc. This student is also allowed to ask for
clarification on test questions. Student 16 is allowed extended time on tests, quizzes,
assignments, etc. Their IEP allows for modified assignments and the use of notes on quizzes and
tests. This student never asks to use notes, and tends to finish is the allotted time. For these
students I will make sure I plan for extra time on assignments, tests, quizzes, etc. I will make
&
sure the directions are clearly stated and that they have opportunity to ask questions. There are
no students that are considered gifted. These students are seniors who tend to struggle with math,
so they are in this class to prepare themselves for college math. In a way the entire class has a
small learning problem when it comes to mathematics.
9. Prior Knowledge: The students took a pre-test that covers the entire unit. The same test will
be given at the end of the unit to monitor growth.
Pre-test Scores Final Scores
Student #
# correct out
of 35 Total %

Student #
Score before
re-take (%)
Final
Total %
1 7 20 1 57 74
2 15 42.85714286 2 98
3 9 25.71428571 3 90
4 10 28.57142857 4 98
5 7 20 5 65
6 8 22.85714286 6 90
7 4 11.4285714 7 83 96
8 6 17.14285714 8 100
9 4 11.42857143 9 92
10 4 11.4285714 10 78
11 17 48.57142857 11 98
12 10 28.57142857 12 74 83
13 3 8.571428571 13 67
14 0 0 14 63
15 7 20 15 94
16 7 20 16 88
Average 6.875 19.64285714 Average 86

10. Identify sub-group of students: The Subgroup will be made up of the two Sp. Ed. students
combined with 5 other students chosen based on the correlation between their homework scores
and test scores. Of these seven students, 3 are an ethnicity other than white. I will arrange the
curriculum to accommodate these students in a few different ways; First, I will create more
hands-on activities to boost the students who are kinesthetic learners. Second, there will be
multiple collaborative learning activities to allow the students to talk and learn together. This
'
will help ELL, SP. Ed., and general students, particularly the auditory learners. Third, I will
make the instruction more visual to allow the students to see how the math works and create a
deeper understanding of the material. Last, I will incorporate instructional strategies stated earlier
in multicultural perspectives.

(

SECONDARY UNIT PLAN-Exponential and Logarithmic functions

Stage 1 DESIRED RESULTS
Contextual Factors
In Mr. Allreds College Prep class there are 16 seniors. Ten of which are female while the remaining 6 are male. This
overrepresentation of females is not common in the all the classes; just 4A. The class is ! White, 1/8 Hispanic, 1/16
African American, and 1/16 Other (Polynesian). There are no ELL or GATE students. There are two students in the
class with an IEP. The first is allowed extended time on tests, quizzes, assignments, etc. This student is also allowed to
ask for clarification on test questions. The second is allowed extended time on tests, quizzes, assignments, etc. Their
IEP allows for modified assignments and the use of notes on quizzes and tests.

The attendance in this particular class is fairly consistent. Its 4
th
period, so most of the students are on time. Their
grades are average. This is at least the second time they have seen the material and there are students who are
failing/passing with Cs. Most of the students with a bad grade are in class and turn in their homework. This leads Mr.
Allred and myself to believe that the students need more specific help, because they are willing to do the work, but are
struggling to learn the content.

Transfer
Students will be able to independently use their learning to

Create logarithmic equations in one variable, and use them to solve problems.

Write and graph equations to represent logarithmic relationships.

Solve logarithmic formulas for a quantity of interest.

Identify key features such as intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums;
symmetries.
Use key features of a logarithmic function to sketch a graph.

Graph functions stated F.IF.7 (b) and (e) by hand, given an equation.
Use technology to graph functions stated in F.IF.7 (b) and (e) for more
complicated cases.
Find and interpret key features of functions stated in F.IF.7 (b) and (e)

Write an equivalent form of a function defined by an expression for functions
given in Secondary III: F.IF.7 (b) and (e)
Use properties of logarithms to write equivalent forms.
Transition between equivalent forms to identify desired key features.

Given an exponential context, find an explicit algebraic expression or series of
steps to model the context with mathematical representations.
Combine rational, exponential functions using addition, subtraction, or
multiplication.
Content Standards &
Goals
Standard A.CED.1 : Create
equations and inequalities in one
variable and use them to solve
problems. Include equations arising
from linear and quadratic functions,
and simple rational and exponential
functions.

Standard A.CED.2: Create equations
in two or more variables to represent
relationships between quantities;
graph equations on coordinate axes
with labels and scales.

Standard A.CED.4: Rearrange
formulas to highlight a quantity of
interest, using the same reasoning as
in solving equations.

Standard F.IF.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;
Meaning
)
UNDERSTANDINGS
Students will understand that

Exponential growth grows
exponentially meaning
really fast, that the growth
rate becomes even more
rapid in proportion to the
growing total number or
size.
Decay decreases at a rate
proportional to its current
value.
Growth occurs when b>1
and when 0<b<1 decay
occurs.
Compound interest is a form
on exponential growth.
Exponential functions and
logarithmic functions are
inverses.
The properties of logarithms
match up with the properties
of exponents/ Logarithms
are just exponents.
Extraneous solutions occur
because you cant take a log
of a negative number. Both
positive and negative
solutions when plugged
back in can cause the
equation to take a log of a
negative number and thus
creating no solution or an
extraneous solution.
Logarithmic functions can
be solved multiple ways.
Graphs represent log
functions and functions
represent graphs they are
essentially the same thing.
ESSENTIAL QUESTIONS
Students will keep considering

What real world problems can be
represented and solved using
system of equations.
What compound interest means.
What is the relationship between
exponential and logarithmic
functions?
How can you use the regular
calculator to evaluate a logarithm
when the base is not 10 or e?
What does it mean to expand
and condense a logarithmic
expression?
The different methods that can be
used in order to solve logarithmic
equations
What can you do to know that
your answer is correct?
Why do logarithmic equations
sometimes have extraneous
solutions?

Acquisition
relative maximums and minimums;
symmetries; end behavior; and
periodicity.

Standard F.IF.7: Graph functions
expressed symbolically and show
key features of the graph, by hand in
simple cases and using technology
for more complicated cases.
e) Graph exponential and
logarithmic functions, showing
intercepts and end behavior.

Standard F.IF.8: Write a function
defined by an expression in different
but equivalent forms to reveal and
explain different properties of the
function.

Standard F.BF.1: Write a function
that describes a relationship between
two quantities.
b. Combine standard function types
using arithmetic operations.

Standard F.LE.4: For exponential
models, express as a logarithm the
solution to a b
ct
= d where a, c, and
d are numbers and the base b is 2, 10
or e; evaluate the logarithm using
technology.

Students will know

What an exponential and
logarithmic functions
looks like.
What Interest formulas are
used for and how to
properly apply them.
What compounding
interest is and that the
more an initial deposit is
compound the greater the
Students will be skilled at

Creating logarithmic equations in
one variable, and use them to solve
problems.
Writing and graphing equations to
represent logarithmic relationships.
Solving logarithmic formulas for a
quantity of interest.
Identifying key features such as
intercepts; intervals where the
function is increasing, decreasing,
*+

increase.
The difference between
exponential growth and
decay.
Graphing logarithmic and
exponential equations.
How to recognize an
asymptote.
Properties of logarithms.

positive, or negative; relative
maximums and minimums;
symmetries.
Using key features of a logarithmic
function to sketch a graph.
Graphing functions stated F.IF.7 (b)
and (e) by hand, given an equation.
Using technology to graph functions
stated in F.IF.7 (b) and (e) for more
complicated cases.
Finding and interpreting key
features of functions stated in F.IF.7
(b) and (e)
Writing an equivalent form of a
function defined by an expression
for functions given in Secondary III:
F.IF.7 (b) and (e)
Using properties of logarithms to
write equivalent forms. Transition
between equivalent forms to
identify desired key features.
When given an exponential context,
finding an explicit algebraic
expression or series of steps to
model the context with
mathematical representations.
Combining rational, exponential
functions using addition,
subtraction, or multiplication.

Source: Wiggins, G, & McTighe, J. (2010). The Understanding by Design Guide to High-
Quality Units. Alexandria, VA: ASCD.

**

LESSON PLAN (Day 1)

Teacher Candidate __Aubrey Ence______

Grade Level __12__ Subject/Content:__Mathematics/College Prep Title Exponential Growth A.CED.1, 2

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
There are two Special Education students that will need a few accommodations. Both are allowed extended time on
tests, quizzes, assignments, etc. The assignment may need to be modified slightly for these students.
IEP allows for modified assignments and the use of notes on quizzes and tests. This student never asks to use
notes, and tends to finish is the allotted time. For these students I will make sure I plan for extra time on
assignments, tests, quizzes, etc. I will make sure the directions are clearly stated and that they have opportunity to
ask questions. There are no students that are considered gifted. These students are seniors who tend to struggle
with math, so they are in this class to prepare themselves for college math. In a way the entire class has a small
learning problem when it comes to mathematics.

WALK-AWAY (what do I want students to know, understand, and be able to do?)
Content Walk-Away: Students will be able to Create equations and inequalities in one variable and use them to
solve problems. They will also be able to Create equations in two or more variables to represent relationships
between quantities, and graph equations on coordinate axes with labels and scales. They will learn to rearrange
formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

Reading/Language Walk-Away: Students will have a basic understanding of how to properly read and recognize
exponential equations. Vocabulary words include rational equation, square root, cube root, extraneous solutions,
asymptote, compound, interest, and exponential growth. All of these words should be activating prior knowledge
and then expounding on what they already know.

ASSESSMENT EVIDENCE (formative/summative checks for learning)
(Match the Content Walk-Away)
Modifications/Accommodations (ELL,
IEP, GATE, etc.)

Formative: Pretest given at the beginning of the unit.

Summative Checks: Walk around the class while the students are working
to observe their level of understanding and help with misconceptions.
Check homework thoroughly for misconceptions.

Have knowledge of an empty
classroom for students who need to be
alone while testing (there are two
students who this applies to, however
neither take advantage of their IEP).
Consider whether writing or speaking
language is stronger and allow them to
test in that form.

ACTIVE LEARNING PLAN Modifications/
Accommodations
(ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences
Bellwork problem that stars them thinking about exponential functions.
Youre sitting in math class when in walks some rich and flashy guy and he
has a job offer for you. He doesnt give too many details (hint about the
possibility of danger). He is going to need you for 30 days, and youll have
to miss school (wont that be aweful!) But you perk up at the next thing he
says. . .
Youll have your choice of two payment options:
1) One cent that day, two cents the next day, and double your salary
every day thereafter for 30 days; or
2) 1,000,000 (thats one million dollars! wowza)
Which would you choose and why?
Have a class discussion about which payment methods the students chose.
Allow them to help each other decide which is the better deal.
Ask why does the first payment option grow faster? Use this question to
lead into exponential growth.

Focus Lesson (I do it)

Cover vocabulary words (extraneous solutions, asymptote, compound,
interest, and exponential growth). Begin the lesson with an example using
think aloud method. Encourage students to ask questions as we go.
Demonstrate how to properly evaluate and graph and exponential function.
Provide as many examples as necessary to work through for the students to
grasp a descent understanding.
When I feel the students have are ready, I will ask them to help me and we
will move into guided instruction.

Guided Instruction (We do it)

Have the students help me with the next example. Have the students plug in
the numbers and tell me where the points on the graph belong. Allow
students to identify the asymptote and check for clarity. Walk through a
few average problems with the students, and then include a few difficult
problems, so that they feel confident to work on problems with their peers.

Ask the students to think of real world examples (or examples that apply to
their interests) of exponential growth (money/interest, zombies, population,
ect). Allow for class discussion on the topic.

Discover the formula for interest as a class.

Collaborative/Cooperative (You do it together)

After guided instruction, have the students work together with their
shoulder buddy. Examples for them to work through will be provided on
the SMART board.
Sage n Scribe activity for 2 examples.

Collaborative Activity: make sure
partners are distributed so that there

Then have them work together as they deem necessary for the next couple
of examples.

Independent (You do it alone)
A small homework assignment that reviews what they learned today. They
will not receive homework today, they will get one that combines material
from day 1 and 2 of this unit.

Summarization/Closure

Take the last 5 minutes of class and ask open ended questions that allow for
review discussion of the examples we worked on as a class and as small
groups.

arent behavior students together.
Place students with a partner at or near
same level.

NOTES TO TEACHER
What do I need to remember to do?
Print off Homework and Bellwork
Set up my room with proper materials (SMART board/calculators)
Set up SMART board
Calculators

Approximate time needed for lesson?
Bellwork: 10 min
Focus Lesson: 20 min
Guided Instruction: 25-35 min
Summary: 5 min

In an 80 minute class period allow for 10 minutes of homework or an extra 10 minutes of collaborative work.

13

LESSON PLAN (Day 2)
Teacher Candidate __Aubrey Ence______

Grade Level __12__ Subject/Content:__Mathematics/College Prep___Title Exponential Decay A.CED.1, 2 F.IF.4


Content Walk-Away: Students will be able to Create equations and inequalities in one variable and use them to
solve problems. They will also be able to Create equations in two or more variables to represent relationships
between quantities, and graph equations on coordinate axes with labels and scales. Students will be able to apply
the principle of exponential decay through collecting data on decay and applying questions to the data found using
scatter plots as an aid. Students will be able to make connections between exponential growth and decay. Students
will be able to recognize 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.

exponential equations. Vocabulary words include rational equation, square root, cube root, extraneous solutions,
asymptote, exponential growth, exponential decay. All of these words should be activating prior knowledge and
then expounding on what they already know.

IEP, GATE, etc.)


The students will be formally assessed when they hand in their activity
handout with their data table, their graph, and their questions answered.

test in that form.

14

Accommodations

Bellwork: A simple memory job activity on exponential growth.
The amount of money A, accrued at the end of t years with a certain amount
P invested at a rate r is given by the formula
!
A = P 1+
r
n
"
#
$
%
&
'
nt
. You want to
have $10,000 in your bank account after 5 years. Find the amount your
initial deposit should be in the following situations:

1. The account pays 3.5% annual interest compounded monthly.
2. The account pays 2.75% annual interest compounded quarterly.
3. The account pays 4.25% annual interest compounded yearly.

Cover vocabulary words (extraneous solutions, asymptote, compound,
interest, and exponential growth) Introduce exponential decay. The students
will be asked to find their names and take a seat. Before the students begin
the activity, as a class we will do an example of how the activity should
take place. The teacher will pour the goldfish onto the plate like the
students should and then the class will decide whether or not fish on the
line are decayed or not. After the decision is made the students will begin
the activity.
Students

Focus Lesson and Guided instruction go together for this activity. The
focus of this lesson is exploratory learning.

As partners, students will pour the goldfish onto the plate and remove any
goldfish between the lines. They will then document their findings in the
table provided. Once they have finished collecting data the students will
continue on to the next part of the activity. The data the students collect
will be inputted into a table and they will use the table of data to complete
questions provided to them. The students will also create a scatter plot of
the data.
Student will work in pairs to answer the questions that follow the data
collection steps in the handout. Each question brings the students closer
to the idea of exponential decay and its equation.
The first question asks the students to look at their graph and analyze
what they see. (Most common answer: the slope is a steady decrease.
Make sure to question the students on what does it mean to have a
slope that is steady?)
The second question has the students find the ratio between each
year of decay. Watch the students and make sure they are creating
the ratio with successive years instead of the inverse.
The third question will have the students find a representative ratio.
Ask the students what representative means to help them answer
their own question of what a representative ratio is. This step brings the
students closer to the equation for exponential decay.
The next question asks the students to discover what the rate of the

The students will be grouped into
heterogeneous groups. The students
will be paired based on level of
learning. Higher learning students will
be paired with lower learning students
to ensure better understanding of the
activity. Students will be paired
together which will allow students to
bounce ideas off of each other while
answering the questions.

decay actually is. Check the students understanding on how to find the
rate of decay.
The next question asks the students to create an equation. Do not shoot
down the students answers if there is any hint of understanding present
in their answer.
They then need to plot their equation on their graph to compare the
equation to their data.
The final question asks the students to relate their angle of their pie
slice to the numbers in the equation they created.

A small homework assignment that reviews what they learned today and
the day before.

After the students have had time to answer the questions on their own
(During Collaborative activity), bring the class together and go over the
answers they came up with.
Prompt discussion over their individual graphs and what they see in their
graphs. Discuss how they found their representative ratios of their data. As
a class create an equation everyone agrees with that will represent the
relationship between the elapsed time and the remaining goldfish.
Discuss what they learned about the relationship between the exponential
decay equation/graph and the exponential growth equation/graph.

NOTES TO TEACHER
Set up SMART board
Calculators
Set up room with desks paired together with plates and goldfish sitting on their desks. Draw pie slices on them. Place
activity sheets on desk with their names and their partners names on the sheet.

Materials to have ready?
Graph Paper
Exponential Decay Activity Handout
Paper Plates
Black Sharpie Marker
Protractor
Goldfish Crackers
Cups

Bellwork: 10 min
Focus Lesson: 5 min
Guided Instruction: 40 min
Summary: 15 min
Homework: 10 minutes to begin working on homework and ask questions.

Source: Goldfish activity came from Megan Sibenaller
16

LESSON PLAN (Day 3)

Teacher Candidate ______Aubrey Ence__________________________________

Grade Level __12____ Subject/Content:__Mathematics_______Title _Logarithms F.IF.7,8________
In Mr. Allreds College Prep class there are 16 seniors. Ten of which are female while the remaining 6 are male.
This overrepresentation of females is not common in the all the classes; just 4A. The class is ! White, 1/8
Hispanic, 1/16 African American, and 1/16 Other (Polynesian). There are no ELL or GATE students. There are
two students in the class with an IEP. The first is allowed extended time on tests, quizzes, assignments, etc. This
student is also allowed to ask for clarification on test questions. The second is allowed extended time on tests,
quizzes, assignments, etc. Their IEP allows for modified assignments and the use of notes on quizzes and tests.
The attendance in this particular class is fairly consistent. Its 4
th
period, so most of the students are on time. Their
grades are average. This is at least the second time they have seen the material and there are students who are
failing/passing with Cs. Most of the students with a bad grade are in class and turn in their homework. This leads
Mr. Allred and myself to believe that the students need more specific help, because they are willing to do the work,
but are struggling to learn the content.

IEP, GATE, etc.)


Play Log Mania with each group. (check understanding and boost their
interest in the game)

test in that form.
Accommodations


Bellwork-involves two equations for the students to graph (one exponential
growth and one decay).


Cover vocabulary words during the first slide of the lecture. Demonstrate
how to rewrite a logarithm in exponential form. Provide as many examples
as necessary to work through for the students to grasp a descent
understanding. Have a class discussion about the misconceptions and
worries that surround logarithms. Goal of class discussion is to help
students feel comfortable with logarithms and dismiss fears involving logs.


Have the students help me with the next few examples. Walk through a few
average problems with the students, and then include a few difficult


Logarithm Mania-game to give them practice logarithms.

A small homework assignment that reviews what they learned today (7.4)s.

groups.

groups are distributed so that there
Place students with a group at or near
same level so that one student doesn't
dominate the game.

NOTES TO TEACHER
Set up SMART board
Calculators

Logarithm Mania game-game board, dice, spoons, bingo chips, playing cards.

Bellwork: 10 min
Collaborative: 40 min
Summary: 5 min

18

LESSON PLAN (Day 4)

Teacher Candidate ___Aubrey Ence_________________________________

Grade Level _12____ Subject/Content:___Math/College Prep_____Title __F.IF.7____________

CONTEXTUAL FACTORS

WALK-AWAY
Content Walk-Away: Students will be able to create equations in two or more variables to represent relationships
between quantities. They will be able to graph equations on coordinate axes with labels and scales. Standard
F.IF.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and
using technology for more complicated cases.
e) Graph exponential and logarithmic functions, showing intercepts and end behavior.

logarithmic equations. Vocabulary words include exponent, base, logarithm, exponential form, logarithmic form,
intercepts, asymptote, and inverse. All of these words should be activating prior knowledge and then expounding
on what they already know.

ASSESSMENT EVIDENCE Modifications/Accommodations



test in that form.

19

Accommodations

Bellwork-practice going from logarithmic form to exponential form and
vice versa.


Cover vocabulary words (extraneous solutions, asymptote, exponential
growth/decay, inverse, intercepts, asymptote, base, and exponent). Begin
the lesson with an example using think aloud method. Encourage
students to ask questions as we go. Demonstrate how to properly evaluate
and graph and logarithmic functions. Provide as many examples as
necessary to work through for the students to grasp a descent
understanding.


Have the students help me with the next example. Have the students plug in
the numbers and tell me where the points on the graph belong. Allow
students to identify the asymptote and check for clarity. Walk through a
few average problems with the students, and then include a few difficult


After guided instruction, have the students work together with their
shoulder buddy. Examples for them to work through will be provided on
the SMART board.
Sage n Scribe activity for 2 examples.
of examples.


Homework assignment that allows for practice (7.4/2).

groups.

Pair students according to level of
understanding: low level with medium
level and medium level with high level
of understanding so that students can
help bring each other up to a high level
of understanding.

20

LESSON PLAN (Day 5)

Teacher Candidate ____Aubrey Ence__________________________________

Grade Level _12_____ Subject/Content: Mathematics/college Prep_Title _Properties of Logarithms F.BF.1


Content Walk-Away:
Standard F.BF.1: Write a function that describes a relationship between two quantities.
b. Combine standard function types using arithmetic operations.

Students will be able to express logarithms in different ways. They will then be able to use this knowledge to
condense and expand logarithmic expressions.

exponential equations. Vocabulary words include condense, expand, power property, product property, quotient
property, and change of base.

IEP, GATE, etc.)



test in that form.

21

Accommodations

Open class by asking what they remember from last class. Discuss for 2
minutes to activate memory.
Bellwork- graph two logarithmic equations.


Begin the lesson by covering vocabulary. Discuss as a class why the
properties are called power, product, quotient and change of base. Discuss
how these properties can be useful to us.
Demonstrate how to properly apply the properties of logarithms. Provide as
many examples as necessary to work through for the students to grasp a
descent understanding.


Have the students help me with the next few examples. Walk through a few
average problems with the students, and then include a few difficult


Quiz-Quiz-Trade for simple expand and condense expressions.
of examples.


Small homework assignment to cement understanding (7.5).

Take the last five minutes to review the properties.

NOTES TO TEACHER
Set up SMART board
Calculators

Quiz-Quiz-Trade cards
Homework and Bellwork

Bellwork: 10 min

Collaborative: 15 min
Independent/Collaborative: 10 min
Summary: 5 min

23

LESSON PLAN (Day 6)

Teacher Candidate ____Aubrey Ence____________________________________

Grade Level 12 Subject/Content: Mathematics/College Prep Title Solving Logarithmic equations
F.LE.4


Content Walk-Away: Students will be able to express as a logarithm the solution to a b
ct
= d where a, c, and d are
numbers and the base b is 2, 10 or e, evaluate the logarithm using technology, and create equations and inequalities
in one variable and use them to solve problems.

Reading/Language Walk-Away:
Students will have a basic understanding of how to properly read and recognize logarithmic equations. Vocabulary
words include extraneous solutions, exponentiate, exponential form, expand, condense. All of these words should
be activating prior knowledge and then expounding on what they already know.

IEP, GATE, etc.)


Review Think notes during independent work time to check for
misconception.

24

Accommodations

Bellwork-Graph a logarithmic equation and its inverse.

Think worksheet.


Examples on smart board, have the students begin to work through the
problems with a partner and then we will finish each problem as a class.
Provide as many examples as necessary to work through for the students to
grasp a descent understanding.


Examples on smart board, have the students begin to work through the
problems with a partner using Sage n Scribe


Homework assignment that has many problems to provide practice.

Review how to decide what method to use when solving each type of
problem.
Discuss as a class ways to remember what we learned today.
Talk about upcoming test

partners are distributed so that there
Place students with a partner at or near
same level

NOTES TO TEACHER
Remind students about the test (Next class is review, the following class is a test).

Homework and Bellwork
Bellwork: 10 min
Guided Instruction/Collaborative: 30 min
Independent: 10 min
Summary: 10 min
25

Standard IV
Analysis of Student Learning
As a class there was much growth between Pretest and Posttest scores. Every
student scored 60% or higher which is a passing grade. Three of the students scored
below 70%, two of which are part of the subgroup. Student #14 obtained the lowest score
in the class. This student was not part of the subgroup, but now looking at the data I feel
this student could use some extra help understanding the material. The grade Student#14
received reflects the effort the student gave in class. This student did not turn in any of
their homework, they arrived late to class every day, would not take notes even when
they were handed to them, and performed poorly on multiple pre-assessments. Looking at
this student the problem is that they lack the motivation to work hard, and as a teacher I
did not provide the type of learning strategies that would motivate this student. Students
#1 and #16 are Special Ed. students and each performed well on the test, neither of them
asked for accommodations, they chose to take the test with the rest of the class.

0
20
40
0
80
100
1 2 3 4 5 7 8 1c 11 12 13 14 15 1
FreIe:I
Fc:IIe:I
Fre/Fc:I Ie:I
SIucenI
F
e
r
c
e
n
I
0
20
40
0
80
100
1 5 10 12 13 1
FreIe:I
Fc:IIe:I
SuLgrcup DcIc
SIucenI
F
e
r
c
e
n
I
26

Standard V -Reflection and Self Evaluation

The unit used for this teacher work sample was on exponential and logarithmic
equations. I began the unit by letting the students know we are starting from the
beginning. The students felt comforted by knowing they werent expected to have any of
the information yet. The focus of each lesson was student centered learning. In order to
create this type of learning environment I encouraged each student to speak their
thoughts, and as a result the students encouraged each others ideas and opinions.
Each day was set up with a variety of activities to keep students engaged. Once
the Focus lesson was over, meaning I felt the students were ready to tackle the work
without my assistance, the class shifted into collaborative activities. These activities
included think, pair, share, sage n scribe, row games, and a logarithm mania game.
Each of these activities required the students to talk about math, write about math, and
read math. These activities were used specifically to help ELL students and SPED
students. A few of these activities allowed the students to find their own personal
definitions and meanings of the math terms they were learning. It allowed individual
students to connect their cultural experiences to math and were able to share these ideas
with the class.
There were multiple form of technology used, specifically the Smart Board, TI-
84s, and Desmos. The students were able to use the 84s and Desmos to graph multiple
functions at once and compare them. However, the goal of logarithms is to be able to
calculate hard math without a calculator as it was developed before calculators.
During class I had multiple opportunities to demonstrate confidence in the subject
matter. I have clear understanding of the material and as such was able to provide
27

multiple ways of solving each problem. There are many properties of logarithms that
people just accept as truths. My students asked me to prove to them why they are true. To
be honest I was stumped. To be honest I was stumped. Then I asked them what they
would do to show that it was true. While they were thinking I was able to see the proof
and since it was simple enough I walked the students through it and it was a great
learning experience for my student as well as for me.
During this unit I learned a lot about myself as a teacher. I learned that in most
cases you have to get to know the student and show them you care about their learning in
order to get them to care about the content. As soon as I showed the students that I was
willing to go to the moon and back in order to help them understand they responded
likewise and began to put in the needed effort on their end. The students learned to
respect me and look to me as a knowledgeable source and began to come to me during all
hours of the day for help because they feel comfortable asking me for assistance.

28

Appendix A-reference list

Egan, M. (n.d.). Goldfish crackers and exponential decay. Retrieved from
http://users.augustana.edu/mikeegan/lparchive.htm

Kagan, S. (2009). Simple and effective cooperative structures to try in your classes.
Retrieved from http://www.tvdsb.ca/webpages/msurti/files/cooperative learning
structures.pdf

Oaks, J. (2013, March 07). Logarithm mania game. Retrieved from
http://jonoaks.com/new-logarithm-mania-game/

Vogt, M. Echevarria, J. (2007). 99 ideas and activities for teaching english learners with
the siop model. (1 ed., p. 208). Upper Saddle River, New Jersey: Pearson.

29

Appendix B

Pre/Post test

30

31

32

33

34

Formativce Assessments: Quiz/Homework/Bellwork/Review

QUIZ

35

HOMEWORK

36

37

38

39

40

41

42

43

BELLWORK
Day 1
Youre sitting in math class when in walks some rich and flashy guy and he has a job
offer for you. He doesnt give too many details (hint about the possibility of danger). He
is going to need you for 30 days, and youll have to miss school (wont that be aweful!)
But you perk up at the next thing he says. . .
Youll have your choice of two payment options:

1) One cent that day, two cents the next day, and double your salary every day
thereafter for 30 days; or

2) 1,000,000 (thats one million dollars! wowza)

Which would you choose and why?

Day 2

Day 3

44

Day 4
Bellwork
The amount of money A, accrued at the end of t years with a certain amount P invested at
a rate r is given by the formula
!
A = P 1+
r
n
"
#
$
%
&
'
nt
. You want to have $10,000 in your bank
account after 5 years. Find the amount your initial deposit should be in the following
situations:

1. The account pays 3.5% annual interest compounded monthly.

2. The account pays 2.75% annual interest compounded quarterly.

3. The account pays 4.25% annual interest compounded yearly.

Day 5

45

REVIEW

46

47

48

49

Twsaubreyence

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Twsaubreyence

Uploaded by

Copyright:

Available Formats

!"#$%"& ()&* +#,-.

You might also like