ADVANCED MATHEMATICS I

(SECONDARY)

ESSENTIAL UNIT 6 (E06)

(Exponential and Logarithmic Functions)

(July 2020)

Unit Statement: In this unit, students will demonstrate mathematical resilience while they
construct exponential growth and decay models to solve contextual problems in finance, biology,
and other fields. Students will manipulate logarithms and exponentials, understanding their
properties and inverse relationship between them. Consistently reflecting on the mathematical
process, students will persist in solving exponential and logarithmic equations.

Essential Outcomes: (assessed for mastery)

1. The Student Will demonstrate persistence as they take risks in problem
solving with exponential and logarithmic functions during this unit while continuing
to develop other ongoing mathematical practices (see table below of the Ongoing
Mathematical Practices).
2. TSW interpret the key features of exponential functions represented by graphs, tables,
and equations and differentiate between exponential growth and decay.
3. TSW write exponential models with and without technology based on a given data set
and interpret the parameters of the function within the context.
4. TSW evaluate and simplify logarithms, understanding the inverse relationship between
the exponents and logarithms.
5. TSW graph logarithmic functions manually and with the graphing calculator.
6. TSW use properties of logarithms to rewrite expressions and the Change of Base formula
to evaluate logarithmic expressions.
7. TSW solve exponential and logarithmic equations.
8. TSW identify, write, and use geometric sequences and series.

Introduced Outcomes: (taught, but not assessed for mastery)

1. TSW graph functions in form of f(x) = a × bx±h ± k.

Practiced/Ongoing Outcomes: (ongoing development, but not assessed)

1. TSW utilize the key terms and concepts in mathematical discussions and explorations
throughout the unit.
2. TSW use mathematical models (manipulatives, pictures, etc.) to explain their thought
process when choosing a strategy to solve a problem.
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 3. TSW evaluate logarithms using technology.

Key Terms and Concepts:

Exponential growth/decay Compounded interest Asymptote
Growth factor Continuously compounded Change of Base formula
interest
Decay factor Logarithmic function Common ratio
Natural base e Natural logarithmic function Geometric sequence and
series

Suggested Materials: (provided by school)

enVision Mathematics- Algebra 2, Pearson, 2020 (TE, SE, and online platform)
Jo Boaler. Mathematical Mindsets: Unleashing Students’ Potential through Creative Math,
Inspiring Messages and Innovative Teaching. San Francisco: Jossey-Bass, 2016.

Suggested Text Connections:

Teachers may use any resources to teach the TSWs and are not required to use the text lessons
below. The lessons in the table are from the provided textbook and support the TSWs.
TSW Textbook Connection
3 Act Math Preview: The cry Conditioning, p.313
TSW 1 Opening Activities (Model & Discuss, Critique & Explain, Explore & Reason)
enVision STEM project: Analyze Elections, p.296
TSW 2 Lesson 6-1, p.297-304
TSW 3 Lesson 6-2, p.305-312
TSW 4 Lesson 6-3, p.314-320
TSW 5 Lesson 6-4, p.321-326
TSW 6 Lesson 6-5, p.327-332
TSW 7 Lesson 6-6, p.333-339
TSW 8 Lesson 6-7, p.340-348

For ongoing information and PD related to the mathematics curriculum see the QSI Curriculum
and Resources Mathematics page. It is for teachers and is updated as needed.
https://qsinet.sharepoint.com/sites/QSICurriculumandResources/SitePages/MATHEMATICS.as
px

Additional Resources: (may not be provided by school)

• TI-84 Graphing Calculator

Suggested Activities:
• Population Project – assigned a country, students use the skills taught in class to develop
the proper exponential equation that accurately describes the population growth or decay
from 1910 to 2020

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 • How much does it worth? - Students model the value of a car or land x years after it has
been purchased.
• Error Analysis – given a solved problem, students describe the errors made and correct
them.

Cross-Curricular Suggestions:
• Economics and Consumer Mathematics – students calculate interest earned using the
compound interest formula and the continuously compounded interest formula.
• Science – students use exponential regression to find a model for a temperature of tea,
soup, etc.
• Demography - students create exponential models to represent population growth/decay.

Technology Links:
• Destiny Discover (see Librarian) Use this search engine to find age-appropriate websites
that align with your unit.
• YouCubed is a free resource that has activities for students, resources for teachers,
professional development, etc. This resource aligns with the QSI Mathematics Vision
(see appendix). https://www.youcubed.org/
• Pearson Realize is the teacher and student online platform for enVisionMathematics.
https://www.pearsonrealize.com/
• Desmos is a free graphing and scientific calculator with a wide range of classroom
activities - includes ideas that help develop concepts of Exponential Functions.
• https://www.sciencing.com/ - amusing Math articles and project ideas.
• GeoGebra – Classroom Resources, Logarithmic and Exponential functions - a collection
of free activities, simulations, exercises, lessons, and games related to logarithmic and
exponential functions.

Suggested Assessment Tools and Strategies:

Students will demonstrate mastery during in class activities, formative assessments, and/or
summative assessments. An effective rubric is presented and discussed with the student at the
beginning of the unit and used throughout the unit to document mastery.
• Attached rubric or teacher-generated rubric that assesses ALL essential outcomes
(TSWs).
• Topic Assessment (PearsonRealize.com) - assess students’ understanding of topics and
skills
• Performance Assessment (PearsonRealize.com) - calculate the interest compounded
continuously and make an investments plan based on the data.
• Projects, group activities, and explorations are listed under Suggested Activities.

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 Ongoing Mathematical Practices
Teach these Ongoing Mathematical Practices (see table below). TSW 1 is tied to the QSI
Mathematics Vision (see appendix).
Teachers will provide opportunities for students to demonstrate these practices as they engage in
the learning activities throughout the unit. This TSW will be assessed formatively through
informal observations during lessons and collaborative activities. Mastery does not require
demonstrating every example listed in the table below.
Growth is important across the unit and the course. The focus is an increasing proficiency in the
Ongoing Mathematical Practices and might not necessarily mean mastery of all specific
examples.
Collaborate & Take Risks & Explore & Apply &
Communicate
Reflect Persist Problem Solve Connect
Examples: Examples: Examples: Examples: Examples:
- Work together - Persevere - Use multiple - Use mathematical - Understand relationships
representations, visual vocabulary and symbols between concepts
- Understand others’ - View mistakes as
explanations and models. correctly
approaches learning - Recognize applications
- Consider multiple - Justify thinking of mathematics in life
- Value everyone’s input - Embrace challenges
approaches to problems
- Listen and provide - Relate mathematical
- Reflect on the
- Be curious and ask feedback concepts across multiple
mathematical process
questions subject areas
- Be creative problem
solvers

RUBRIC FOUND ON THE FOLLOWING PAGE…

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QSI ADVANCED MATHEMATICS I E06
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 ADVANCED MATHEMATICS I
Suggested Rubric: E06 Exponential and Logarithmic Functions
Name______________________________ Class _____________Date______________________
Students will demonstrate mastery during in class activities, formative assessments, and/or summative assessments.

• All TSWs must be mastered for a ‘B’.

• 3 of 5 ‘A’ level TSWs should be met to receive an ‘A’.

TSW- B level A level Comments

1. I can show persistence as I (see Ongoing Mathematical
take risks in problem solving. Practices rubric for risk-taking and
persistence)
2. I can interpret the key I can identify the transformations
features of exponential that affect the asymptotes and/or
functions represented by intercepts of an exponential
graphs, tables, and equations function and support my reasoning
and differentiate between with an example.
exponential growth and decay.
T.E., p. 298 (Habits of Mind –
Reason)
3. I can write exponential I can illustrate how the changes in
models with and without a and b in a model f(x) = abx affect
technology based on a given the graph, and why b is never less
data set and interpret the than 0.
parameters of the function
within the context.
4. I can evaluate and simplify
logarithms, understanding the
inverse relationship between
the exponents and logarithms.
5. I can graph logarithmic I can indicate the conditions
functions manually and using a needed for log x and ln x to be
graphing calculator. defined and explain my reasoning.
6. I can use properties of
logarithms to rewrite
expressions and the Change of
Base formula to evaluate
logarithmic expressions.
7. I can solve exponential and I can explain why logarithms are
logarithmic equations. necessary to solve one of the given
exponential equations and not the
other and justify my reasoning (for
example, 3x+2 = 8 and 3x+2 = 274x).
8. I can identify, write, and use
geometric sequences and
series.

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