Algebra 2 Unit 4 Investigating Exponential Functions

Technology Integration Unit

Teachers’ Name(s):Gus Steppen
Grade Level(s):9-11
Content Area(s):Math – Algebra 2
Technology Overview / Organizer:Gus Steppen
Stage 1: Desired Results
Essential Question(s) – What essential question(s) or learning are you addressing?
(Hint: Overarching, High Level, Involves Multiple Concepts and possible answers, Promotes Inquiry and Discovery)
  • How can I create and analyze exponential functions to model and solve real-world problems?
  • How can I manipulate exponential function models using graphing technology (desmos) to demonstrate mastery of each of the effects of each parameter in an exponential function?

Technology Standards – What technology standard(s) will this unit cover?
Technology Standard 1: Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Technology Standard 2: Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Technology Standard 3: Research andInformation Fluency – Students apply digital tools to gather, evaluate, and use information.
Technology Standard 4: Critical Thinking, Problem-Solving & Decision-Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
Technology Standard 5: Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Technology Standard 6: Technology Operations and Concepts – Students demonstrate a sound understanding of technology concepts, systems and operations.
21st-Century Skills - Four Broad Conceptual Categories:

Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning

Ways of working. Communication and collaboration
Tools for working. Information and communications technology (ICT) and information literacy
Skills for living in the world. Citizenship, life and career, and personal and social responsibility
Conceptual To Practical Span All Four Categories
Collaborative problem-solving. Working together to solve a common challenge, which involves the contribution and exchange of ideas, knowledge or resources to achieve the goal.

ICT literacy — learning in digital networks. Learning through digital means, such as social networking, ICT literacy, technological awareness and simulation. Each of these elements enables individuals to function in social networks and contribute to the development of social and intellectual capital.
Common Core Math Standards
F.IF.7 Graph functions expressed symbolically and show key features ofthe graph, byhand
in simple casesand using technology for more complicated cases.
(F.IF.7e) Graph exponential and logarithmic functions, showing intercepts and end behavior
F.IF.9 Compare properties of two functions each represented in a different
way(algebraically, graphically, numerically in tables, or by verbal descriptions
F-BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for
 specific values of k (both positive andnegative); find the value of k given the graphs.
Technology Expectation - What technology skills do you expect students to master?
Students will be able to (LEARNING TARGETS)….
  • Modify exponential function parameters (y=ab^(x-h) + k to meet different graphing conditions
  • Describe verbally, the effects of modifying the different parameters
  • Critique the reasoning of other students’ understanding of the effects of modifying exponential function parameters.

Stage 2 - Assessment Evidence
Assessment – What will students be able to do or produce to illustrate their learning? How will you assess what they do or produce?
Project Title:Exponentials Marble Slides on student.desmos.com (Anchor/Main Activity)
Evidence:Activity includes 24 exponential graphing-related slides where students are prompted to respond to challenges. Activity tasks vary, students are prompted to:
  • change formulas to meet certain graphing conditions
  • provide require written explanations to justify their understanding; and
  • make predictions/verify the results of changing the conditions/parameters
Note: Each student responses is viewable by the teacher (and some slides can be viewed by other students.
Stage 3 - Learning Plan
Overview – This is a short summary of the lesson or activitiesincluding assignments or possible products.
Over the course of about two weeks, student will be learn exponential functions. After the first few lessons, the tracks will mostly be used as formative assessment as in class or at home assignments. Teacher can use that data to make initial decisions on how well the student understands this family of functions. The marble slides activity will be the main technology-driven activity during the middle of the unit. It should be used as a quiz or test grade and to provide feedback working towards a more traditional end of the unit summative assessment.
Resources/Materials – What resources will you use in your project (e.g., Computer Lab, Publisher, Web access for research, print resources, etc.)?
Hardware:Laptops or Computer Lab for 25 students
Software:Web-based Applications
Web-based resources & technology tools (possible resources that could be incorporated)
  •  (use premium accounts if possible)
  • teacher.desmos.com (for managing the activity)
  • student.desmos.com (for students).
Note:It’s preferable for students to create their own desmos accounts. Any student can complete activity, however, if a student logs in and uses their account, they can return the activity/see results at a later time.
Preparation – What technology skills are necessary for students as a prerequisite to beginning this activity?
  • Students should have a working understanding of graphing using This site is used pretty routinely in class and as a primary graphing utility for class work and homework. The application is free, available on most phones and all computers and has all the functionality of the TI-84 calculators plus additional benefits.
  • It is assumed that students are familiar with the site before completing the main activity. If not, one day of just graphing previously learned functions using desmos should be enough.
  • More importantly, teachers should practice viewing student responses. A teacher can see all student responses for one slide simultaneously or analyze individual student work slide by slide. Teachers should create some sample student work and practice reviewing responses before facilitating this activity.

Management – How and where will your students work (classroom, lab, groups, etc.)?
e.g., lab, library… In groups
  • Students can perform the activity in their regular math classroom with lap tops. However, their may be some advantage to signing a computer lab out the day of the main marble slides activity. It is easier for students when using the mouse and for teachers to circulate and see what students see.

What logistic protocols need to be followed? Where to save? How to submit? What directions / Graphic organizers need to be provided to students in advance?
Students will need to:
  • Ideally, create their own desmos account (however that is not required). If logged on, students can return to work later. All students need is the link and a code. Try: EJPP if you want to practice from the student view.
  • A simple instructions handout will list the link and general time expectations.

  • Outline and Timeline for Instruction and Activities – List the learning activities you will use and provide a timeline that indicates what students must complete and by when.

Scheduling (Describe the approximate length of the project):
Approximately 2 weeks (not counting Logarithms which would follow)
Day One: / e.g., Teacher exemplar presentation/product and group critique of effective criteria.
Introduction to Exponential Functions Lesson and preview of unit.
Possible Tenmarks Assessments:
  • F-LE.1a - Comparing Linear and Exponential Models
  • F-LE.3 – Linear and Exponential Models
Note: See corresponding Tenmarks Tracking Forms.
Day Two: / e.g., Online resource activity and begin developing product.
Exponential Functions Day 2 Modeling and Adding Context
Possible Tenmarks Assessments
  • F-LE.1c – Calculating Exponential Growth and Decay Algebraically
  • F-LE.1c - Calculating Exponential Growth and Decay within a Context
  • F-LE.1a - Comparing Linear and Exponential Models

Day Three: / e.g., Share practice presentations followed by review using rubric and class discussion.
  • Use pre-made desmos activity and some tailored
  • Handouts, rubrics, and checklists for scoring student work
  • And providing feedback.

Day Four: / e.g., Review and Revise
  • Follow up exponential modeling lesson.

Day Five / e.g., Present and Reflect
  • Implement NCTM Drug filtering task if time allows.

Instructional Strategies – Select and describe how you will use any of the strategies listed below.
Problem-Based Learning: e.g., Students will be given a problem and create a technology based solution
  • The day 4 lesson activity (drug filtering activity) allows students the opportunity tocreate a model using desmos or excel to solve real-life problems.

Project-Based Learning: e.g., Students will create and evaluate an interactive multimedia presentation
Differentiated Instruction:
e.g.,1. Multimedia presentation examples reach multiple intelligences.
2. Rubric evaluation & contribution allows students of varying abilities to extend their learning.
3. Grouping will be designed to meet students’ interests, abilities, and learning styles.
4. Student choice on project
  • The follow up assessment provides student the opportunity to practice with instant feedback and alternate path for learning (problems have scaffolded hints and links to lesson videos if students get stuck.
  • The activity provides the students a variety of challenges to demonstrate what they know. It also provides some student to student real-time feedback e.g. on some slides students will see what other students have written in response to the activity prompts.
  • The drug-filtering mini-task provides an authentic problem to demonstrate their understanding using different modes and through the use of technology to interpret the functions.

Inquiry-Based Learning: Online Resource Inquiry activity; project development and research
  • Desmos activity provides real-time prompts and responses. It is not a classic research type inquiry, but students can learn or extend learning through trial and error.

Collaborative Groups: Group practice presentation, group rubric criteria analysis
n/a
Closure and Reflection:How will you wrap up the unit? How will students reflect upon their work?
  • Feedback provided through activity rubrics and limited feedback.

Students Will Self & Peer Assess Their Presentations.After the rubric assessments, students will
  • Write a reflection on the process of creating and sharing their interactive multimedia presentation.
  • A final written reflection can be used after complete the activity.

6/2/2016Middletown Public Schools1