Lesson Plan Template Use or adapt this basic format to fit your context.

HEADING
Jemise Sawyer ~ Algebra II; 10th – 11th grade ~ 2nd period; 9:10 – 9:58 / 6th period; 12:34 –
1:22 ~ starting: Friday, April 20, 2018

Graphing Exponential Functions (e.g. Factoring Polynomials, Telling time in Spanish)

OVERVIEW/ RATIONALE
Start the body of the lesson plan by giving an explanation of the topic, the rationale for its
inclusion, and possibly the relationship to the unit that you’re teaching. (Sample: This lesson,
second in this unit on poetic devices, reinforces the meaning and uses of alliteration, along
with introducing rhythm.…)

This lesson on graphing exponential functions is in the unit of exponential and logarithmic
functions. This activity teaches students about exponential decay and growth in real-life
situations. The activity walks students through identifying various exponential growth and
decay equations for situations involving population growth. This lesson will focus primarily
on exponential functions.

PRIOR KNOWLEDGE
Students have already been taught properties of logarithmic functions, graphed logarithmic
functions, and solved logarithmic functions. I would like to introduce exponential functions
now.

ENDURING UNDERSTANDINGS
What are the “big ideas,” that will have lasting value beyond the classroom, which students
will gain from this lesson? What specific understandings about them are desired? (Sample:
Students will understand that a balanced diet contributes to physical and mental health.)

Exponential decay functions can be used to model various everyday situations. One use of
exponential decay functions is to observe depreciation in the value of everyday items such as
a car. Another use is to model radioactive decay. For example, the decay of Carbon-14 can
be used to determine the age of ancient artifacts. Exponential growth is the opposite. It is all
about “rapid growth.” For example, the breeding of rabbits or mice.

ESSENTIAL QUESTIONS

What types of situations can be modeled using exponential decay?

How can you use graphs of exponential functions to predict information about the future?
Why, when using exponential functions, is the y-intercept so important?

GOALS/OBJECTIVES
Make a list of specific goals or objectives, written in terms of the learner’s gained knowledge
and behaviors. (Sample: Students will know variables influencing nutritional needs. Students
will be able to analyze diets for nutritional value.)

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 Students will be able to recognize an exponential function and a graph that is likely to be
a graph of an exponential function; Use the rules of exponents to work with exponential
functions; Graph an exponential function; Solve problems involving applications of
exponential functions.

STANDARDS
List the standards being addressed. Include words, not simply numbers.

CCSS.MATH.CONTENT.HSF.IF.C.7.E Graph exponential and logarithmic functions,

showing intercepts and end behavior, and trigonometric functions, showing period, midline,
and amplitude.
CCSS.MATH.CONTENT.HSF.IF.C.8.B Use the properties of exponents to interpret
expressions for exponential functions.
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.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.HSF.LE.A.4
For exponential models, express as a logarithm the solution to abct = d where a, c, and dare
numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
Interpreting Functions F-IF
Understand the concept of a function and use function notation
Interpret functions that arise in applications in terms of the context
Analyze functions using different representations
Building Functions F-BF
Build a function that models a relationship between two quantities
Linear, Quadratic, and Exponential Models★ F-LE
Interpret expressions for functions in terms of the situation they model

MATERIALS
List the supplies (paper, markers…), resource materials (equipment, visual aids, guest
speakers…), references (books, textbooks, teacher guides…), etc. needed for this lesson.
Important: attach copies of all handouts, tests, discussion questions, etc. to this plan.

Worksheets (Attached)

PROCEDURES

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Explain, step by step, the process that you will use for each of the following stages. Include
the time allotted for each activity.
OPENER How will you initiate the lesson (e.g. your warm up, motivation, and hook)?
DO NOW: What is 4+4+4? How can you rewrite this problem? Then what is x + x + x?
How can you rewrite this? What is 4*4*4? How can you rewrite this problem? Then what is
x*x*x? How can you rewrite this?
Teacher: We have talked about logarithmic functions. Their properties, equations, and
we’ve seen a logarithmic function graphed. Let’s talk about exponential functions. Before we
start the lesson, let’s graph y = e^x. (Gives students time to graph this on their calculator.)
This is the parent function. We see that the variable x is the exponent. What properties do
you see? Like domain, range, linearity, slope, etc. As x increases what happens to y?

Note: I am not looking for an answer yet, I just want to pose these questions. They will be
answered on the worksheet at the end of the Day 1 activity.

BODY OF THE LESSON How will you conduct the lesson? Be specific about what
you and the students will do. For discussions, include questions you will ask, how you
will shape the discussion, and what kinds of things you will be looking for.

DAY 1: Let’s go to the worksheet discussing a zombie outbreak. (Anticipated Responses:

The answer is y = 2(4^x). Some might say 2(3^x) because they forgot to include the zombies
already present in their calculations.)

DAY 2: Worksheet on exponential decay. What is the difference between the exponential
growth and exponential decay functions? (Anticipated response: The base; one is a fraction
and the other is a whole number) Exponential growth has a whole number for a base with the
graph increasing and exponential decay has a fraction for a base with the graph decreasing.
What does the base have to do with my graphing increasing or decreasing? Think about
this…
Ask to the class: Exponential decay is when the graph decreases. Why is that? What happens
when I multiply 1^2 or 1x1? (Anticipated Response: 1) What happens when I multiply 1 by
itself infinitely? (Anticipated response: 1). What happens when I multiply 0 to itself
infinitely many times? (Anticipated Response: The answer is 0). What happens when I
multiply a number between 0 and 1 to itself? Let’s use ½. What’s ½ x ½? ¼. Times ½. 1/8.
Times ½. 1/16. What do you notice? (Anticipated Response: As the power increases, the
value gets smaller.)

On the flip side when I multiply a number greater than 1 to itself an infinitely number of
times, it becomes a huge number. Think: 2^2 vs 2^1000.

HW: Pg. 300 #4-18 even (10 - 18 just graph between x = -3 to x = 3)

DAY 3: Use online & book resources to practice graphing exponential functions and
recognizing exponential growth from exponential decay.

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 CLOSURE How will the lesson close so as to reinforce new understandings?
DAY 1: So we talked about exponential growth where x is the exponent. We
discovered that an exponential functions looks like y = ab^x, where a is the starting point and
b is the base. The values for x can be _______. (Anticipated Response: All real numbers.)
And the values for y can be _______. (Anticipated Response: Greater than zero.)
DAY 2: Take these notes down: f(x) = b^x where b >1, is the parent function for
exponential growth. F(x) = b^x, where 0 < b < 1, is the parent function for exponential decay.

ACCOMODATIONS What accommodations will you make for students who a) find
the material too challenging or b) need greater challenge and/or finish early?

If too challenging, I will walk students through the worksheet giving them the answer to
the second boxes of the chart. Students may online finish half the table and use calculator
to graph their equation.
If too easy or finish early, ask students to compare their graph with e^x. Also, they can
help their neighbors who are struggling.

ASSESSMENT/EVALUATION
How will you determine whether the students have met the goals/objectives? Explain how
you’ll know (e.g. what behaviors or learned knowledge will you discover in the learners).

Student Worksheets
Exit Ticket

PERSONAL REFLECTIONS / NOTES

After teaching the lesson, add your reflections about how you felt about the lesson, how the
learners responded, whether the lesson accomplished what you planned it to do, how closely
you followed the lesson plan, and how you would change the lesson for the next time.

4/20: So far Day 1 has gone well. Students really seemed to enjoy the zombie activity. There
was little trouble figuring out the exponential equation for the students. They did get some
understanding from the warmup; understanding the relationship between adding and
multiplying

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 Name: _________________________________________________________________

4/20/2026 BREAKING NEWS:

Strange behavior at Nowhere University last week has been linked to a new virus, called Deadism, being
researched in university labs. University officials are strongly advising that students remain in their homes and
away from anyone who may be infected. Those who have been infected are turned into zombies. For the
purpose of this worksheet, the zombies cannot die, and each zombie affects 3 people a day. It is expected that
the virus will spread next to neighboring towns and cities.

TRACKING THE DISEASE

Fill in the table depending on the number
of zombies each day.
Days (n) # of Zombies Difference of #
of zombies
between n-1 & n
Day 0 2
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9

What equation is represented in the table? _____________________________

What is the independent variable (x)? _________________

What is the dependent variable (y)? ___________________

Properties of your graph:

Domain: ____________________ Range: __________________Asymptote: __________________________
Does the look graph linear? ________. How do you know? (Hint: Look at the difference column)
__________________________________________________________________________________________
__________________________________________________________________________________________
________________

How does the assumption that no zombie can be killed affect this model?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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 Name: _________________________________________________________________

5/30/2026 BREAKING NEWS:

Scientists at the CDC already have the cure. What took them so long to administer it? Who knows? As of right
now, the Earth’s population is about 7 billion. Of that 7 billion, 2 million people have turned into zombies. Each
day the CDC administer the antidote and cure half of the infected people.

TRACKING THE DISEASE

Fill in the table depending on the number
of zombies each day.
Days (n) # of Zombies
Day 0 2,000,000
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9

What function is represented in the table? _____________________________

What is the independent variable (x)? _________________

What is the dependent variable (y)? ______________________________

Properties of your graph:

Domain: ____________________ Range: __________________Asymptote: __________________________

How does the assumption that everyone will be cured affect this model?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________