Unit Title: Exponential Functions Grade Level: 9

Subject/Content & Topic Area(s): Algebra 1

Key Words: Exponential, Growth, Decay, Function, Patterns

Designed By: Craig Rizzi Time Frame: 3 Weeks

School District: Rochester Community Schools School: Stoney Creek HS

Brief Summary of Unit (including curricular context and unit goals):

Throughout this unit, students will begin to explore properties of a new type of function. Up until
this point in algebra 1, students have been using linear functions to explore domain and range,
transformations of functions, and model real-world situations. This unit is their first expansion into
a new family: exponential functions.

Students will begin by using a story to explore the property of exponential growth before using
patterns in tables of numbers to develop a general equation to model exponential growth. The
use of exponential functions to model a situation and make predictions is one of the enduring
understandings across the entire algebra 1 framework.

After extending their knowledge of exponential growth patterns to solve story problems, students
will begin exploring these patterns represented graphically. Using Desmos, students will have
the opportunity the observe how the “a” and “b” values in 𝑦 = 𝑎 ∙ 𝑏 & transformation the graph by
stretching, shrinking, or reflecting the graph. Students will also be introduced to the concept of an
asymptote during this investigation.

After exploring exponential growth, students will begin small group investigations into real-world
situations related to exponential decay such as the depreciation of a car or the dwindling
population of African elephants.

As a summative performance task, students will be asked to research the concept of a 401(k) and
prepare a presentation aimed to convince young employees to begin investing money as soon as
possible. They will use the concepts that they learned in this chapter, along with the mathematical
representations we have discussed throughout the year, to prepare this argument. Students will
give presentations in small groups and be asked to evaluation their peers’ presentations before
self-reflecting on their own presentation.

Finally, students will take a traditional summative assessment on the properties of exponential
growth and decay through the lenses of tables of numbers, conceptual graphical understanding,
and story problems.
 Understanding by Design
Final Design Template

Stage 1—Desired Results

Established Goal(s): Content Standards & Benchmarks (written out or paraphrased)
HSF.LE.A.1 - Distinguish between situations that can be modeled with linear functions and with
exponential functions.
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.
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).
HSF.LE.A.3 - Observe using graphs and tables that a quantity increasing exponentially eventually
exceeds a quantity increasing linearly.
HSF.LE.B.5 - Interpret the parameters in a linear or exponential function in terms of a context.
Enduring Understanding(s): Big Ideas Overarching Essential Topical Essential
Questions: Questions:
Students will understand that… • How can we use • How can we use
• Patterns can be found in all types of functions to find exponential growth
functions and are often unique to that patterns and make to plan investments
function family predictions? for the future?

• Real-life situations can be represented by • What characteristics • How can we use

mathematical models, which can be used to of a given situation exponential
make predictions necessitate the use functions to model
of different types of population change
mathematical over time?
models?
• What is the
relationship from
one output to the
next in an
exponential
function?

(Knowledge) Students will know… (Skills) Students will be able to…

• Exponential growth/decay refers to a
percentage change in a quantity over time
• The similarities and differences between
the behavior of linear and exponential
functions
• Model exponential growth and decay from
numerical, graphical, analytic and verbal
perspectives
• Graph exponential growth and decay functions
using transformations
• Represent appropriate situations using an
exponential growth or decay model
• Make predictions using an exponential growth or
decay model
Stage 2-Determine Acceptable Evidence
Performance Task(s)* (2-3 tasks):
• Matching graphs with transformations on Desmos
o Students will take time to explore how the “a,” “b,” and “k” values affect the shape of
an exponential function in the form 𝑦 = 𝑎 ∙ 𝑏 & + 𝑘
o After exploration, students will submit a few answers on Desmos and respond to their
classmate’s answers.
• Students will play the role of an HR financial planner
o Students will explain to a new employee why it’s important to start saving money right
away, instead of waiting 10, 15, or 20 years
o Students will support their explanation using words, graphs, tables of numbers, and
equations

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

• Check Point: Graphing exponential growth and decay

• Desmos activities
• Warm Ups
• Teacher observation
• Unit Test – exponential growth and decay

Student Self- Assessment and Reflections:

• Students will be given an opportunity to self-assess their understanding through a reflection

completed with the finance project. They will identify areas that were easy for them to
complete and areas that are still a bit “fuzzy” for them.
• Students will complete quick self-evaluations on any homework assignments, scoring
themselves on the depth of their understanding and ability to explain the information to
others.
Performance Task Blueprints-Provide a blueprint for at least one task.
What understandings and goals will be assessed though this task? What essential
questions will be uncovered in this performance task?

Students will understand that…

• Real-life situations can be represented by mathematical models, which can be used to make
predictions

Essential Questions:
• How can we use functions to find patterns and make predictions?
• What characteristics of a given situation necessitate the use of different types of
mathematical models?
• How can we use exponential growth to plan investments for the future?

Through what authentic performance task will students demonstrate understanding?

Describe task(s) in detail so students clearly understand the expectations.

Students will be assigned to a group of 2 or 3. They will pretend that they are the HR
representatives for a company, working with new hires to start a 401K-style investment portfolio.
Their job is to convince new hires that they should start saving money right away (as opposed to
waiting 10, 15, or 20 years to start investing).

Students will use the simple interest formula 𝐴 = 𝑃 1 + 𝑟 - , assuming the interest will be
compounded annually.

Students will analyze the effects of time and interest rate in relation to compounding interest.

What student products and/or performances will provide evidence of desired

understandings?

Students will attempt to convince the new hires to invest early through the use of a graphical
representation, a table of numbers, an equation to represent the situation, and an explanation in
words. This information will be presented via a PowerPoint or poster.

Students will share their work in small groups to compare and contrast their findings. Each student
will provide an evaluation of the “thoroughness” and accuracy of each presentation.
By what criteria will student products and performances be evaluated? Provide standards or
rubrics by which the task will be judged.

CATEGORY 4 3 2 1
Graphical Graph is correct, Graph is correct and Graph is mostly correct, Graph is mostly
Representation accurately labeled, accurately labeled, but but contains some incorrect.
and clearly does not clearly errors. Comparison Comparison
represents represent the between situations is between situations
comparison between comparison between the ambiguous. does not exist.
the different situations.
situations.

Numerical The table of numbers The table of numbers The table of numbers The table of
Representation accurately displays contains some minor contains more significant numbers is mostly
the pattern of mathematical errors and computation errors and incorrect.
(Table of Numbers) exponential growth. does not display clearly does not represent the
represent the situation. situation clearly.

Algebraic Equation is Equation is represented Small errors exist in the Equation is

Representation represented accurately and equation, affecting the incorrect.
accurately and computations are mostly computations
(Equation) computations are correct. significantly.
correct.

Verbal Representation Student shows depth Student can explain the Student cannot clearly Student cannot
(Individual) of understanding in patterns displayed in the explain the pattern in the explain the pattern
their explanation of big three given situation, but in words at all.
the benefits of representations, but shows some
investing early. They cannot clearly articulate understanding about the
understand how to why the situation needs relationship between the
model the situation to be modeled with an representations.
with a function and exponential function.
can articulate why an
exponential growth
equation is
appropriate.
Stage 3-Plan Learning Experiences and Instruction

Learning Experiences: Consider the WHERETO elements.

Lesson 1 – Review Exponent Rules

• Students will complete an activity in groups of four. Three of the group members will “solve”
three exponent problems incorrectly and the fourth will have to find and correct the mistake.
This continues for four rounds so that everyone gets a chance to create and find the
mistakes.
• Goal: ensure that students understand the basic properties of exponents, including negative
exponents.

Lesson 2 – Introduce Concept of Exponential Growth

• One Grain of Rice story (amount of rice doubles each day) to illustrate exponential growth
visually
• Students will work in groups to find patterns in this story using tables of numbers (first) and
then generalizing the pattern to an equation
• Exit Ticket – students will be given two new exponential growth patterns and will be asked to
(a) fill in the missing information and (b) write a rule to describe the growth

Lesson 3 – Exponential Growth Using Multiple Representations

• Warm Up with a partner – given a table of numbers, verbalize the pattern and write a
mathematical rule for it
• Plot the points on a graph to observe the shape of an exponential function. Students will
describe the shape of the graph with their partner and try to explain why it is not linear.
• Students will be given two real-world story problems involving exponential growth to
complete. One problem involves the increase in price of an Apple computer and the other
has to do with Twitter exposure based on number of retweets. Students will use all four
representations to explore these two scenarios.

Lesson 4 – Desmos Activities in Computer Lab

• Activity #1 – students will explore tables of numbers involving linear and exponential patterns
to solidify their understanding of the difference graphically and numerically
• Activity #2 – students will explore basic transformations of exponential functions, relating
them to what they know about the transformations of a linear function in point-slope form.

Lesson 5 – Exponential Decay

• Students will be given two new real-world story problems involving exponential decay. The
first scenario involves the depreciation of the value of a new car and the second involves a
change in the population of wild elephants.
• Students will be asked to display both scenarios using all four representations on a piece of
paper and explain what features are different from the exponential growth functions explored
previously.

Lesson 6 – Desmos Activity in Computer Lab

• Students will complete an activity that allows them to compare and contrast exponential
growth and decay functions. The learning goal is to solidify their understanding of what
makes an exponential either “growth” or “decay”
Lesson 7 – Investment Performance Task
• Students will given the performance task described above, requiring them to use their
knowledge of exponential growth to convince new employees that investing more money
early on will pay dividends in the future.
• Students will work in partners in the computer lab to research investment options and use
Desmos to display graphs.

Lesson 8 – Investment Performance Task Continued

• Students will begin the hour by completing a short “check point” to ensure that they
understand the concept of transforming the parent exponential function
• After completing the short check point, students will be given the rest of the hour to complete
the investment performance task and prepare their presentation

Lesson 9 – Investment Presentations

• Students will be placed into groups of 8 or 10. They will present their findings and pitch to
the smaller group (as opposed to the full class). Students observing the presentation will be
asked to complete a few assessment questions for each partnership that presents:
o Do the students seem to be knowledgeable about the subject they are speaking on?
Why or why not?
o Do the students effectively use all four representations to convince new employees to
invest as much money as possible right away?
o Name two suggestions that you have for improving their presentation.
• Finally, students will be asked to complete a self-reflection involving the following questions:
o What surprised you about this task and why?
o How would you explain your findings to someone who doesn’t know much about
exponential growth?
o After watching the other presentations, how would you present your information
differently to communicate more effectively?

Lesson 10 – Review Questions

• Since the focus of the unit has been on real-world applications of exponential growth and
decay, students will be given unit review questions that deal with story problems

Lesson 11 – Assessment
• Students will take a traditional unit assessment so that I can properly gauge whether or not
we achieved the goals of:
o Understanding transformations of exponential parent functions
o Finding, articulating, and representing patterns in various function families
o Making predictions about real-life situations based on a student-created model of
exponential growth or decay