Unit Plan Jfe

JFE UNIT PLAN
Ilana Feldscher
SED399
Differentiation and Integration of Logarithmic and
Exponential Functions
Calculus Honors
12th Grade
Table of Contents
Spring 2015
Pre-Unit Preparations
o
Unit Calendar
pages 5-7
Stage 1: Considering the Learner

o
Rationale
o
Overview Narrative
o
Considering the Learner
pages 8-9
page 10
page 11
Stage 2: Considering Standards, Design, and Assessment

o
Standards
pages 12-13
o
Assessments
pages 14-20
Stage 3: Lesson Planning and Learning Activities

o
Lesson Plans
Lesson 1
pages 21-36
Lesson 2
pages 37-48
Lesson 3
pages 49-64
Lesson 4
pages 65-75
Lesson 5
pages 76-87
Lesson 6
pages 88-95
Lesson 7
pages 96-108
Lesson 8
pages 109-120
Lesson 9
pages 121-133
Lesson 1
5.1 Part 2 The Natural
Logarithmic Function:
Differentiation
Focus Question:
-What are the properties of a
logarithmic function and how
can it be applied to
differentiation?
Objective: SWBAT
-Develop and use properties of
the logarithmic functions
-Explore derivatives of
functions involving the natural
logarithmic function
-Apply knowledge of
logarithmic function and e to
differentiation
Opening:
-We will have a brief review of
the differentiation of the
Natural Log and its basic
properties (Do Now)
Instruction:
-Using the SmartBoard, I will
begin Day 2 of 5.1
-We will go over a few
problems together, and then I
will ask the students to do a few
problems on their own
-Students will do work on white
boards and hold up the answer
when they are done
Closing:
- Exit Ticket with 3 questions
based off of the lesson
Homework:
-Textbook problems page 321322 numbers 41-69 odd
Lesson 2
Differentiation
Focus Question:
-How can logarithmic
differentiation be applied
graphically and how can we
relate it to differentiation
techniques already learned?
Objective: SWBAT
-Apply knowledge of
logarithmic functions to help
find relative extrema and
inflection points
-Uncover how logarithmic
differentiation can help simplify
functions
Opening:
-Upon entering the classroom,
students will be given a
notecard. Half will have a
function and the other half will
have the derivative. They must
find their match (Questions on
notecard will be based off of
common Exit Ticket errors)
Instruction:
-I will ask the students if they
have any questions from the
homework
-Using the SmartBoard, I will
continue with section 5.1
-We will go over multiple
problems as a class, asking for
volunteers to come up to the
board and show their work
(Students may work on
whiteboards as well)
-A worksheet will be given to
work in groups
Closing:
-Students must hand in the
worksheet that they have been
working on
Homework:
-Textbook problems page 321322 numbers 71-79 odd and 89
Lesson 3
Integration
Focus Question:
-What is the Log Rule for
Integration and how can it be
applied to other integration
techniques?
Objective: SWBAT
-Use the Log Rule for
Integration to integrate a
rational function
-Calculate various logarithmic
integrals using prior knowledge
Opening:
-I will go over any reoccurring
errors I obtained from the
worksheet collected from last
class.
- Homework Check will be
administered, any questions
from homework will be
answered
Instruction:
-Begin section 5.2 using the
SmartBoard
-Students will do Integral
Scavenger Hunt in groups of 3.
Closing:
-We will come back together as
a class and discuss the activity
and any problems that may have
arose
-One question will be
administered as an Exit Ticket
that was not assessed on the
Integral Scavenger Hunt
Homework:
- Textbook problems page 330
numbers 1-27 odd
Lesson 4
Integration
Focus Question:
-Where do the trigonometry
integrals come from and how
are they applied to integration
Objective: SWBAT
-Illustrate proofs of the
trigonometry identities
-Apply new trigonometry
integrals to help with
integration
- Combine average value and
area of a function techniques to
logarithmic functions
Opening:
-Review Exit ticket from the
day before and go over some
essential Homework exercises
-Review trigonometry integrals
Instruction:
-Use SmartBoard to go over
some parts of 5.2
-Students will watch Khan
Academy Video discussing
Trigonometry integral proof
Closing:
-Exit Card containing one
trigonometry proof
Homework:
- Textbook problems page 330331 numbers 29-39 odd 43-47
odd
Lesson 5
5.1 and 5.2 Review Day
Focus Question:
-How well can you apply your
knowledge of logarithmic
functions and trigonometry
identities and make connections
to prior learned skills?
Objective: SWBAT
-Synthesize both integration and
differentiation techniques of the
-Develop an understanding of
the trigonometry identities and
where they come from
Opening:
- I will go over the proof on the
Exit Card from last class if
there was trouble
answered
Instruction:
-Any last minute questions will
be asked during this time
-Using a Review sheet of 5.1
and 5.2 we will play a game
called ZAP
Closing:
-Any questions from the review
sheet can be answered during
this time
-Students will be reminded of
the quiz tomorrow
Homework:
- Study for Quiz on 5.1 and 5.2
Lesson 6
5.1 and 5.2 Quiz
Focus Question:
- Do the students have a
conceptual understanding of
logarithmic functions and
trigonometry identities?
Objective: SWBAT
-Demonstrate a conceptual
understanding of integration
and differentiation of
logarithmic functions and
trigonometry integral proofs
Opening:
-I will make the students spread
out in the room and clear
calculators
Instruction:
-Students will be given the
entire class time to work on the
quiz
-I will monitor and circle the
room for any questions or
concerns that may arise
-I will provide an extra credit
opportunity for those students
who finish early
Closing:
-I will remind students that
Quizzes will be returned to
them the next time class meets
Homework:
- None
Lesson 7
5.4 Part 1 Exponential
Functions: Differentiation and
Integration
Focus Question:
How are the logarithmic
function and the exponential
function related?
Objective: SWBAT
-Develop properties of the
Lesson 8
Integration
Focus Question:
When differentiating the
exponential function, does it
have any similarities to
functions previously discussed
in class?
Lesson 9
Integration
Focus Question:
How can we use the
differentiation of the
exponential function outside of
the classroom and how does the
process relate to other functions
natural exponential function

- Exhibit differentiation skills of
exponential functions
Opening:
-Do Now will be administered,
refreshing the students mind
what we were working on
before Spring Break
Instruction:
-I will use the SmartBoard to
begin Section 5.4
-We will go over a few
problems together, and then I
will ask them to do a few
problems on their own
-Students will do work on white
boards and hold up the answer
when they are done
Closing:
-Exit Ticket that summarizes
the lesson
Homework:
- Textbook problems page 347348 numbers 1-21 odd
37-45 odd
Objective: SWBAT
-Expand on understanding of
differentiation of exponential
functions
Opening:
-Any reoccurring problems
from the Exit Ticket will be
reviewed during this time
answered
-While I am checking
homework, students will
complete a Do Now from the
SmartBoard
Instruction:
-The SmartBoard will be used
to go over one differentiation
problem, and then the rest of the
class will be used practicing
differentiation techniques
-We will play Bingo, where the
students work on a worksheet,
create their own Bingo Board
with answers and then use it to
play
Closing:
-We will discuss any difficulties
the students had from the
worksheet
Homework:
- Textbook problems page 347348 47-57 odd
we have learned in this chapter?

Objective: SWBAT
-Explore relative extrema and
inflection points of the
exponential function
- Discover differential equations
involving exponential functions
Opening:
-Students will get with a partner
and complete an activity where
they have to try and discover
the function they have taped to
their forehead without looking
-Homework questions will be
reviewed
Instruction:
-We will use a SmartBoard and
individual whiteboards to work
out exercises as a class.
Closing:
- Students will complete survey
- Students can start Homework
Homework:
-Textbook problems page 348
numbers 59, 61, 65, 69, 73
Stage 1
Rationale
Honors calculus at West Windsor Plainsboro High School North is a class of all
seniors. These students have taken Algebra and Pre-calculus leading up to this class. Precalculus laid down the fundamentals of calculus including graphing functions and solving
limits. In calculus, the students apply their knowledge from pre-calculus and have been
learning about differentiation and integration. Prior to this lesson, numerous methods of
differentiation and integration rules have been taught, and this unit delves into even more
methods of solving these types of problems. Old techniques that were taught prior in the
course will be reapplied during this unit, because calculus is a subject that keeps building
and building.
This unit will go into differentiation and integration of logarithmic and
exponential functions, and even some trigonometry proofs. This lesson is important to
teach to these students because no matter what they plan on doing after high school,
useful tools of integration can be found almost anywhere. During this unit, I am taking
time in understanding that most of these students see no real world connections in
calculus, and I am finding time to show them that this is not the case. Almost every
function in physics can be manipulated by calculus to give significant information about
the situation. For example, the speed of a car, or the rate of change between two objects,
all can be represented through calculus. By providing my students with these real-world
applications, it may allow them to keep some positive experiences from my unit and
bring it into their college classrooms.
Enduring Understandings
- Differentiation and Integration techniques of logarithmic and exponential functions
-Exposure to real world applications of logarithmic and exponential functions
-Origin and proof of the trigonometry differentiation and integration identities
Look for and express regularity, noticing calculus continually builds upon prior
knowledge.
Reason abstractly and quantitatively, practicing skills to ensure precision and
understanding.
Essential Questions
- How can we relate differentiation and integration techniques previously learned in the
course and apply them to logarithmic and exponential functions?
-How can we study the graphs of logarithmic and exponential functions and relate them
to real-life situations?
-How can we further discover trigonometry differentiation and integration identities
through proofs?
How can we connect properties of logarithmic and exponential functions and apply then
to differentiation and integration techniques?
How can we interpret these functions and apply them to real-life scenarios?
Overview Narrative
Throughout my unit, differentiation and integration of logarithmic and
exponential functions will be discovered, along with furthering the students knowledge
of trigonometry functions. Previously in this class, the students have focused on
numerous differentiation and integration techniques of other functions. The students will
be expected to take their knowledge from the previous sections in this class, and apply it
to this unit. In addition, the students will be asked to further investigate trigonometry
functions, by proving the identities. This is a skill that has been applied very little in this
class, but is essential in a calculus course.
Most of the instruction for this unit will be done using a SmartBoard. This
SmartBoard allows for teacher and student interaction with technology on many levels.
On a day-to-day basis, I plan on using the SmartBoard for only about 20 minutes at most
of the 60-minute blocks. For instance, Days 1, 2, and 3 will all discuss differentiation and
integration of logarithmic functions. Every night, homework from the textbook will be
assigned, and questions will be taken in class the following day. As for instruction, on
each of these days, I will use the SmartBoard for a short period of time, and then we will
practice the technique discussed. On Day 1, students will use whiteboards, on Day 2
students will work on a worksheet with a group, and on Day 3 the students will work with
a partner on an interactive activity around the room. My goal is for the students to be able
to practice and apply their knowledge from class in a different and fun way every day.
Day 4 is a topic I anticipate many students to have difficulties with. This lesson will
discuss trigonometry identities and proofs. I will use the SmartBoard for a small period of
time, but then I will show the students a video that discusses proofs in a different way.
Day 5 is a Review Day, where I will go over any last minute questions or concerns that
the students may have about the two sections. We will play a game they are familiar with
called ZAP, where the students will work in groups on a review sheet and if they
successfully answer a question correctly, they can earn points. On Day 6, a quiz will be
administered. Days 7, 8, and 9 a new section will be started. Similar to the beginning 3
days, homework will be administer every night, and questions can always be asked the
following class. Again, I will use the SmartBoard for a short period of time, and then let
the students break away and make discoveries on their own or with their peers. On Day 7,
the students will use whiteboards to practice exercises, on Day 8 the students will play in
interactive game called Trashketball where the students can correctly answer questions
as a team and then take a paper basketball shot at the trashcan, and on Day 9 they will
do a Bingo Board worksheet. On Day 8 the students will play a Bingo game, and Day 9
we will go over a few final aspects if differentiation of the exponential function, and then
complete a survey.
The ultimate goal is for the students to be able to connect their knowledge from
previous chapters in this class, and apply it to this unit. The students must realize that
calculus is a subject that constantly builds on itself. The knowledge that they learned in
algebra never fully goes away, and those skills are applied again and again. It is
important to practice these calculus techniques in a new and exciting way to help keep
the interests of the students on a daily basis. After this unit, I expect the students will be
able to apply their knowledge of trigonometry, logarithmic, and exponential functions to
later calculus topics such as differential equations and inverse trigonometry.
Considering the Learner

Over the past month observing at West Windsor Plainsboro High School North in
Denise Sheas Calculus classroom, I have learned a lot about my students. One of the
most important things to note is that they are all seniors, most of whom are college bound
and plan on going into a field other than mathematics. This results in a lack of motivation
from the students. Outside homework and studying is rarely done, and their grades do not
seem to matter to them. However, when they are in class, most of the students are
extremely respectful and attentive. My job during this unit is to try and motivate the
students outside of the classroom as well, and show them that this math can be
implemented in the real world.
As mentioned before, prior to this class, the students have taken numerous math
courses. Mathematics is a subject that constantly builds on upon itself, and calculus is no
exception. Coming into this unit, I observed that most of the students had a good grasp on
differentiation and integration. An anticipated challenge I have is the students needing
guidance with the algebraic approach of logarithmic and exponential functions. In order
to apply differentiation and integration techniques to these types of functions, an
understanding of the functions algebraically is essential. Most of these students havent
taken Algebra for a few years now, and this knowledge may be lost. Another challenge I
anticipate having is the proofs of trigonometry identities. Observing the calculus class, I
noticed that a lot of the students needed guidance when it came to trigonometry
derivatives and integrals. A majority of students tend to feel uncomfortable with
trigonometry, and have a hard time memorizing the identities needed for solving
derivatives and integrals. Hopefully with a proof based approach, the students will no
longer struggle with memorizing the trigonometry identities and will be able to
understand and reason through them logically.
Throughout this unit, I tried to have a balance of instruction strategies. Although
it is difficult with calculus to stay away from direct instruction, I tried to pair my
SmartBoard presentations with numerous differentiated activities such as group work,
worksheets and interactive games. Students all learn in a variety of ways, and through
this unit I attempted to be able to reach all of these students. Overall, I believe my
students are coming into this unit with great background knowledge that they will be able
to apply in order to become successful within this unit.
Stage 2
Standards
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in
solving them.
Students will learn a topic in class, and then make sense of the new
material, and apply it to practice exercises worked through together in
class.
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
Students will be able to apply their knowledge to individual in-class
assignments and worksheets, such as a Do Now or Exit Ticket.
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the
reasoning of others.
Students will be able to reason through trigonometry proofs using multiple
resources.
CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.
Students will be able to see the connections from previous sections by
revisiting old material and reapplying it to logarithmic and exponential
functions.
CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated
reasoning.
Students will be able to apply their knowledge from the lesson and in class
assignments to homework and other individual assessments.
CCSS.MATH.CONTENT.HSF.IF.C.7Graph functions expressed symbolically
and show key features of the graph, by hand in simple cases and using technology
for more complicated cases.
Students will be asked to find relative extrema and local maxima of
logarithmic and exponential functions. They can use calculators or graph
the function by hand to verify the answer.
CCSS.MATH.CONTENT.HSF.IF.B.6 Calculate and interpret the average rate
of change of a function (presented symbolically or as a table) over a specified
interval. Estimate the rate of change from a graph
Students will study the derivative and integrals of logarithmic and

exponential functions through numerous exercises, group activities, and
assessments.
CCSS.MATH.CONTENT.HSF.IF.C.7.EGraph exponential and logarithmic
functions, showing intercepts and end behavior, and trigonometric functions,
showing period, midline, and amplitude.
Students will study the properties of logarithmic and exponential functions
before discovering derivatives and integrals of those functions.
CCSS.MATH.CONTENT.HSF.TF.A.1 Understand radian measure of an angle

as the length of the arc on the unit circle subtended by the angle.
Students will apply trigonometry skills to help them in solving logarithmic
and exponential equations
CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and
supporting evidence, conveying a clear and distinct perspective, such that listeners
can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
On occasion, students will be asked to share their work with the class on
the board. They must convey a clear understanding of the topic, and offer
a different perspective to the lesson.
CCSS.ELA-LITERACY.RI.11-12.7 Integrate and evaluate multiple sources of
information presented in different media or formats (e.g., visually, quantitatively)
as well as in words in order to address a question or solve a problem.
The students will apply knowledge from sections 5.1 and 5.2 and take a
quiz.
Assessments
Throughout this entire unit, each lesson will contain some type of assessment.
Whether it is a formative assessment such as a Do Now, Exit Ticket, worksheet,
quiz, or Homework Check, the students will be assessed on different levels. Using Do
Nows students will be able to refresh their memory of the topic gone over the day
before, or a few days before due to the block scheduling. I have some type of Do Now
for every day, whether it is a written worksheet for the students, or just reviewing any
problems that the students may have had on the homework. Homework will be assigned
every night, but will not be checked every day. I will warn the students of an approaching
Homework Check, which is noted in my calendar, but the students are still expected to do
homework nightly. Every morning after the Do Now or as part of it, I will ask the
students if they have any questions regarding the homework from the night before. From
previous observations, there are very little questions regarding homework. So, in
preparation, I have marked potential problems the students may have in my Homework
Answer Keys, and plan to go over them at the start of class.
During class, I have students constantly practicing techniques learned in class
through various forms of formative assessments. Whether it is using white boards,
worksheets, or activities, I am constantly checking up on the students to make sure they
are on the right path. Finally, as students leave class, they will either hand in the
worksheet they were working on for a participation grade, discuss the activity and what
went well, or apply a learned skill to an Exit Ticket. These closing assessments will be
helpful in beginning my lesson the next day, and going over any issues that may have
arose.
The students will only have one summative assessment. It will be a quiz on
sections 5.1 and 5.2. The quiz will take the entire class period, and will act more like a
test. My cooperating teacher gives no tests, instead quizzes every 2 sections or so.
However, in mathematics, especially calculus, topics keep building on top of each other,
so techniques are constantly being brought up and reapplied. The quiz will be graded
based on the Solution Key, which determines point value based on work done on each
problem. I believe that there is always partial credit in math, and it should be rewarded to
students whenever necessary. This helps prepare students for the PARCC exam, as well.
A major difference that this standardized test contains is the ability to give students
partial credit, even on multiple-choice questions as long as they show their work.
Overall, I want the students to be assessed daily so they can constantly practice
techniques again and again and be able to master them before a graded evaluation. In
calculus, I believe topics are better understood through practice. So, I want to give the
students plenty of repetition exercises that we can work through as a class. I hope all of
this practice will help the students be successful on this quiz, and later quizzes to come.
One Major Assessment: Quiz on Sections 5.1 and 5.2

Calculus Honors
Quiz Section 5.1-5.2
45 pts
Name:
Date:
Period:
Directions: Show all work. Do not simplify unless told to do so.

3 pts
1. Show the function is a solution to the Differential Equation

= 2 + 3
1.
Differential Equation: + = 0
#2-6 Differentiate
3 pts
2. = (7 2 + 5)
3 pts
3. = 1
3.
3 pts
4. () =
4.
3 pts
5. = (3)4
5.
2.
4 pts
4 pts
4 pts
6. Use logarithmic differentiation to find y

2 3 2
=
( 1)2
6.
7. Use implicit differentiation to find y. Simplify
7.
3 2 + + 5 2 = 30
8. Find the relative extrema. (State as a point as a min/max)

=
8.
#9-12 Integrate
3 pts
9. 2 7
9.
3 pts
10. tan(9 3 )27 2
10.
3 pts
11. (1)2
3 pts
12.
3 pts
13. Find the exact area bounded by

1
=
= 1
+ 2
3 pts
14. Prove = || +
2 +4
2
EXTRA CREDIT (2 points)

Prove = | + | +
11.
12.
13.
= 1
Lesson 1
5.1 Part 2 The Natural Logarithmic Function: Differentiation
Focus Question
What are the properties of a logarithmic function and how can it be applied to
differentiation?
Standards
CCSS.MATH.CONTENT.HSF.IF.C.7.E Graph exponential and logarithmic
CCSS.MATH.CONTENT.HSF.IF.B.6
Calculate and interpret the average rate of change of a function (presented
symbolically or as a table) over a specified interval. Estimate the rate of change
from a graph
solving them.
CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and
supporting evidence, conveying a clear and distinct perspective, such that listeners
can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
Learning Objectives
Develop and use properties of the
logarithmic functions
MP1, HSF.IF.C.7.E
Explore derivatives of functions involving
the natural logarithmic function
-Students will complete [Do Now] activity,

reviewing logarithmic properties
HSF.IF.B.6, MP1, MP2

Apply knowledge of logarithmic function
and e to differentiation
-As a class, we will go over multiple

examples dealing with logarithmic
differentiation- Verbal evidence
-Students will them explore examples on
their own
-Students will demonstrate individual work
on white boards and in front of the class
SL.11-12.4, MP1, MP2
-Students will complete [Exit Ticket]
Materials
-
Access to SmartBoard
[Do Now] Worksheet
White Boards and Markers
[Exit Ticket]
[Homework 5.1 Day 1] Worksheet
Accommodations and Modifications

After I reveal the first few slides on my SmartBoard presentation, students will be
working on whiteboards. They have the opportunity to work with people around them in
groups if they wish. I will also be circulating the room for any questions.
Instructional Plan
Opening (0-10 minutes)
-Students will complete [Do Now] Activity, (See worksheet below)
-This activity will refresh their minds about what they leaned yesterday,
logarithmic properties, because that skill is reapplied in this lesson.
-I will walk around the room while they complete the [Do Now] to answer
any questions
-When the students are complete we will come together as a class and go
over any problems that may have arose
-I anticipate very little problems with the Do Now because this
is a technique they learned in Algebra, and reviewed thoroughly
the day before.
Development (10-50 minutes)
Transition (5-10 minutes depending how many students have questions): I will
ask the students if they have any questions regarding last nights homework
Development 1 (10-20 minutes)

1. Using the SmartBoard, I will begin 5.1 Day 2 notes. Here, the students
will learn differentiation of the logarithmic function ( [See Notes] attached
below)
-I put a lot of examples in my notes, going over them if there is

time, and skipping them if there is not. Some are homework
questions the students can do on their own.
-Here I anticipate very little problems that the students may have
with the differentiation of logarithmic functions. A majority of the
skills that are applied in logarithmic differentiation have already
been assessed previously in this course.
2. I will go over 4 problems with them as a class, walking through each
step thoroughly with them.
3. I will pass out white boards and markers for the students
4. The remainder of the class will be dedicated to the students working
through exercises on their own.
-I will show one slide at a time, which contains one exercise, with
a hidden answer.
-I will ask the students to work through this exercise on the white
boards, and hold up the answers when they are finished.
-During this time, I will circulate the room, answering any
questions that may arise.
5. I will ask a few students to come to the SmartBoard and share their
work.
-During this time, a few misconceptions I anticipate are difficulties
with the trigonometry function exercises and the exercises that
require the students to apply differentiation skills that they may not
have seen in while; for instance, Chain Rule and Product Rule. I
marked these problems within my notes, and plan on giving the
students helpful hints along the way as they work through the
exercise.
Closure (50-55 minutes)
-I will hand out an [Exit Ticket] for the students to complete before they
leave class. (See worksheet below) On the [Exit Ticket], I provided the students
with the answers. Giving the students the answers does not mean that they dont
have to do any work, but it is a helpful guideline that the students can use when
working through an exercise. It helps point them in the right direction, and allows
them to correct their mistakes if they arrive at the wrong answer. This relates to
my Focus Question because the students will apply the logarithmic properties
learned the previous day, and apply it throughout the lesson as a class, and
eventually on their own using the Exit Ticket.
-Again, on this exit ticket, I anticipate the students to struggle with

the trigonometry exercise. At this point, a majority of the students
do not have the Trigonometry Identities memorized, and I will
remind them that they have access to their books, so they can look
up the identities and apply them. Later reinforcement of the
trigonometry identities will come up in section 5.2.
- Homework can be started, as well.
Homework
-Textbook problems page 321-322 numbers 41-69 odd [Homework 5.1 Day 2]
Reflection
Going into my first lesson, I was very concerned about time. I felt very prepared
for the lesson, having done all of the worksheets and exercises, but I was unsure of how
long the students would take to answer each question on the whiteboards. The students
worked on the Do Now, and I felt comfortable in front of the classroom and relaxed as
the students shared their answers. As I went through examples with the class from the
SmartBoard, I definitely could have given the students more time to struggle and think
about each question. I was too concerned about time and getting through my entire
presentation that I quickly interrupted the classroom silence with my words. Next time, I
will be less anxious with time, and more aware of student understanding.
Overall, I feel like the students understood the lesson. Working with whiteboards
allowed me to check up on all student progress, and collectively, they all participated and
supplied at least one right answer, if not more. The students actually appeared to love
working with the whiteboards, something a little different than their every day routine.
Logarithmic properties and differentiation are topics that most of the students feel
comfortable with, and I supplied them with enough examples in class that they could
successfully complete the Exit Ticket (The only errors they had were simple Algebra
mistakes or basic differentiation rules, none concerning differentiation of log functions). I
ended up finishing the lesson with 15 minutes to spare, but this gave time for the students
to complete the Exit Ticket and start Homework. Based on this lesson, I can definitely
relax about any time constraint, and use student feedback to further get the class talking
and move the lesson along smoothly.
Handouts and Answers Lesson 1
NOTES
Lesson 2
5.1 Part 3 The Natural Logarithmic Function: Differentiation
Focus Question
How can logarithmic differentiation be applied graphically and how can we relate it to
differentiation techniques already learned?
Standards
from a graph
CCSS.MATH.CONTENT.HSF.IF.C.7
Graph functions expressed symbolically and show key features of the graph, by
hand in simple cases and using technology for more complicated cases.
reasoning.
Learning Objectives
Apply knowledge of logarithmic functions
to help find relative extrema and inflection
points
HSF.IF.C.7, MP7
Uncover how logarithmic differentiation
can help simplify functions

Materials
-
[Do Now] Worksheet
White Boards and Markers
[Group Worksheet]
-Students will work through problems in

class then later on worksheet with a group
-Students will discover the connection

between logarithmic and implicit
differentiation which was previously
learned, and apply it to logarithmic
differentiation

After I reveal the first few slides on my SmartBoard presentation students will be
working on whiteboards, if they wish. They have the opportunity to work with people
around them. I will also be circulating the room for any questions. Once we get through
the entire SmartBoard presentation, the students will be given a worksheet that has
exercises that are a little more difficult than they are used to. Again, they have the
opportunity to work with people around them and ask for help.
Instructional Plan
-Students will complete [Do Now] Activity, (See worksheet below)
-This activity will refresh their minds about what they leaned yesterday,
logarithmic differentiation.
-Each student will be handed a notecard. Half will have a function, and the
other half will have a derivative of the function. Their job is to find the
match and stand with their partner.
-Once they have found their partner, I will ask a few students to explain to
the class how they came to that conclusion.
-I anticipate very little problems with the students who have to find
the derivative of their function. I picked exercises that were basic
application of the differentiation of logarithmic functions. I
anticipate the students who are given the actual derivatives to have
a little trouble. We have not gone over integrals of logarithmic
functions, so the students have to use reasoning and work
backwards in order to find their match to an original function. I
will give them a clue to break the fraction into 2 fractions, so they
can clearly see the function dividing one, and then multiplied by
the derivative of the function inside the ln. This is a small
introduction to integration of logarithmic functions.
-While the students work I will ask them to put their homework on their
desks. Last class, the students asked if I would be collecting and grading
the Exit Tickets and checking homework today. Previously, they had all
done very poorly on a quiz, and are looking for opportunities to improve
their grades. So, I agreed to add in collecting homework to todays lesson,
in order to boost grades
1. Using the SmartBoard, I will begin 5.1 Day 3 notes [Notes]. Here, the
students will learn logarithmic differentiation and how it is related to
implicit differentiation. We will also revisit finding relative extrema using
the derivative of a function. (See Notes attached below)
-Here I anticipate very little problems that the students may have
with this section. It essentially is the students applying old
techniques to logarithmic functions. They just need a fresh
reminder, and then will be able to apply their findings from
logarithmic functions, and be able to make the connections.
2. I will go over 2 examples of each; logarithmic differentiation, locating
relative extrema, and then implicit differentiation. The students will have
a choice of working in their notebooks, or on whiteboards and hold up
their answer.
3. I will pass out a worksheet [Group Worksheet] for the students to
work on in groups. I will warn them that this will be collected at the end of
class, and graded.
-The worksheet will have solutions on the back so students can
check their work once theyre finished
-This is a technique my cooperating teacher used, and I
thought was extremely helpful. It is a nice guideline to
students that they are headed in the right direction.
-I will walk around the room and answer any questions the
students may have
-This worksheet has 6 exercises that incorporate almost all of
section 5.1 but requires the students to pick their own method. This
may cause trouble for some students, but they are able to work in
groups. I am hoping other students will be able to guide struggling
classmates in the right direction.
-If time remains and the students are finished the worksheet, we will go
over any particular exercises the students may have struggled with
-In particular, problem 5 has the students locate relative extrema. I

will make sure that the students have graphed the equation, and are
able to interpret it using their answer.
(Anticipated answer: The relative minimum is at (e,e) so I
want the students to be able to tell me that on the graph of
the logarithmic function, the relative minimum, or the place
where the derivative goes from negative to positive, is
clearly at the point(e,e) which was found by taking the
derivative and setting it equal to 0. It would make sense
that at this point the derivative would equal 0, because any
change from negative to positive slope has a derivative of
0.
-Homework can be started, as well.
Homework
-Textbook problems page 321-322 numbers 71-79 odd and 89 [Homework 5.1 Day 3]
Reflection
At the start of the lesson, I was nervous that the students would not respond well
to finding their partner given a notecard, but they did very well. There were an odd
number of students, so I had to participate as well, but the student who had my matching
notecard was able to see that I had to be his partner since he didnt match anyone elses.
During the activity, the students were talking to one another, and were quickly able to
find their match. I asked the students how they reasoned through finding their partner,
and they explained their answers accurately and thoroughly.
During the lesson off of the SmartBoard, I could tell that the students were a little
thrown off by logarithmic differentiation. I supplied them with one example we did
together, and then another they tried on their own, but they were unable to do it. Then,
later on the worksheet, the students still didnt understand that they had to apply the
logarithmic properties. It was a new concept, and first block of the day. The students
were much less talkative than they were yesterday, and barely worked on the worksheet I
gave them in class. I told them to finish the worksheet for homework, but anticipate
having to go over a majority of the worksheet at the start of class tomorrow. To improve
this lesson, I would definitely cut out the group worksheet I gave the students, and
instead try to reason through the problems as a class. That way, the students would be
exposed to more examples and hopefully get a better grasp of the concept.
Handouts and Answers Lesson 2
Notes
Lesson 3
5.2 Part 1 The Natural Logarithmic Function: Integration
Focus Question
What is the Log Rule for Integration and how can it be applied to other integration
techniques?
Standards
solving them.
CCSS.MATH.PRACTICE.MP8
Look for and express regularity in repeated reasoning.
Learning Objectives
Use the Log Rule for Integration to
integrate a rational function
MP1, HSF.IF.B.6
Calculate various logarithmic integrals
using prior knowledge
MP8, HSF.IF.C.7.E
-Students will work through problems in

class
-The Integral Scavenger Hunt Worksheet

will help students practice exercises with
their peers using logarithmic functions
-Students will complete an Exit Ticket that
builds on prior skills
Materials
-
[Integration Scavenger Hunt] Worksheet and answers posted around room
[Exit Ticket] Worksheet
As a class, we will go over a few practice exercises together. Then, the students
will complete an interactive activity in groups. By working in groups, the students have a
chance to bounce ideas off of each other. If the students ever need extra help or attention
with a certain problem, I will be available for support.
Instructional Plan
-Using the worksheets from section 5.1 that I collected yesterday, I will go over a
few problems the students may have encountered.
- I will tell the students that for the last few days we have been working with
derivatives, and what do they think we will work with next?
I anticipate that the students will know right away that we will be working
with integrals, because of how much work they have done with them in the
past
-I have the students discovering the integral on their own. I will have them think
about past integrals such as x^3 or x^-8. And then, I will ask them what function
that we know has 1/x as its derivative. I am expecting that the students should be
able to make this conjecture on their own.
1. Using the SmartBoard, I will begin 5.2 Day 1 notes [Notes]. Here, the
students will learn logarithmic integration and how it is related to
differentiation. We will also revisit finding certain integration techniques
such as when the numerator is bigger than the denominator; you need to
use long division.
-With the examples in my notes, I plan on asking the students to
work with someone around them, and try and solve the integral on
their own.
-Here I anticipate the students to need a lot of practice getting
used to integration again. We focused on differentiation a lot over
the past few days, and I expect them to revert back to
differentiation ways. So, I provided a lot of exercises to go over
with the students as a class.

2. I will pass out an activity [Integration Scavenger Hunt] of 7 questions
that requires the students to get into groups of 3 or 4 and spread out
around the room. Posted on the walls are multiple solutions. The students
may work in groups finding the answers, and then they must find the
answer to the problem posted somewhere around the room. The group that
collects all of their answers first receives 2 bonus credits towards the quiz.
If the students dont have time to finish the worksheet, it must be done as
homework.
-This worksheet has 7 exercises that incorporate some of the
techniques learned in class today. I anticipate a few groups to
struggle with question number 7, so I provided the students with a
clue already on the worksheet.
After talking to my cooperating teacher, we discovered that I had overplanned for today. So, we decided to change up the activity, and drop the
Exit Ticket for time sake. I could now spend more time with the students
focusing on the lesson to ensure their understanding. For the activity, I
will have each student individually pick any 3 exercises that they wish,
based on the level of difficulty. Posted around the room are the answers to
the exercises. However, now there is a point value marked on the back of
each answer. The more difficult problems have a higher point value. This
differentiates the lesson, giving students the opportunity and choice to
challenge themselves on different levels. The student who scores the most
points at the end of the lesson will get an extra credit homework point.
The remainder of the problems can be finished for homework, along with
the book work.
-We will come back together as a class, and review any integrals that gave
the students trouble- particularly number 7. I will also talk with the
students about the similarities we see with integration of logarithmic
functions, and how old techniques such as Product Rule or Quotient Rule,
can easily be applied to logarithmic integration, as well.
-The students will complete [Exit Ticket] Only the solution will be
provided for the student, so they roughly know they are headed in the right
direction
-I will call on a few students to talk about the exercises that they chose to
do, and why they thought certain problems were harder than others. I will
make sure that the students are aware of the similarities we see with
integration and how old techniques are essential in this section.
Homework
-Textbook problems page 330 numbers 1-27 odd [Homework 5.2 Day 1]
- Finish worksheet
Reflection
Going into this lesson, I had to make a few changes to ensure I would have the
time to get through the activity I had planned for today. It was a rainy Friday morning,
and it definitely showed with my students. As I was going through the lesson, I would ask
the class collectively what something was, and it was like pulling teeth. I was getting
little, if any responses from the students. Next class, I plan on cold calling on the students
for some feedback. Even if they give no response or a wrong answer, it lets the students
know that I have a right to call on them, and they should always be prepared. Throughout
the notes, I was also more conscience to not look down at my answer keys as much and
face the students as much as I could. However, I still need to work on wait time.
After the notes, I had the students do an activity. They appeared to be excited
about the potential competition, and a chance to earn extra credit, and to my surprise,
they were all up and moving fighting for the answers. The students were able to correctly
apply their knowledge from the lesson onto this activity. The students seemed to enjoy
the activity, but as class winded down, the students stopped working on the worksheet.
So, next class, it is essential that I go over a few harder problems from the worksheet at
the beginning of class to make sure that the students grasped all of the concepts from the
lesson. Finally, I had a few extra minutes at the end of class to incorporate a Closure.
After talking to Professor Gordon she gave me a few ideas, such as asking the students
what they thought was the hardest thing about the lesson, in order to bring the lesson to a
close.
Notes
1.
2.
3.
4.
5.
6.
7.
3+2
2
3 3
dx
dx
2 3+2
+1
2 +1
Integral Scavenger Hunt
dx
dx
2 +73
2
dx
2 +2+3
3 +3 2 +9
1
( 3 )
dx
dx
(Clue: You need to use u-substitution twice!)
Answers to Integral Scavenger Hunt
Lesson 4
5.2 Part 2 The Natural Logarithmic Function: Integration
Focus Question
Where do the trigonometry integrals come from and how are they applied to integration
Standards
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning
of others.
CCSS.MATH.CONTENT.HSF.TF.A.1 Understand radian measure of an angle as the
length of the arc on the unit circle subtended by the angle.
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.
Learning Objectives
-Illustrate proofs of the trigonometry
identities
MP3
-Apply new trigonometry integrals to help
with integration
HSF.TF.A.1
- Combine average value and area of a
function techniques to logarithmic
functions
HSF.TF.A.1, HSF.IF.C.7.E
Materials
-
Internet Access
[Exit Ticket] Worksheet
-Students will practice proofs in class

together, and then individually on an Exit
Ticket
-Students will watch a Khan Academy
Video displaying proofs in a different light
-Students will practice problems in class
together, and then later on Homework
-Students will practice problems in class

together, and then later on Homework
As a class, we will go over a few practice exercises together using the

SmartBoard. I will give the opportunity for students to see proofs in a different light,
using a Khan Academy video.
Instructional Plan
-I will go over 2-3 homework exercises that the students were supposed to
complete last night. These homework exercises were rather difficult, and the book
answers that are provided for the students are very confusing. So, I want to make
sure the students really grasp these concepts. I will also warn the students about
the approaching quiz, and that they may see these problems again.
-In order to prepare the students for todays topic, I will present them with an
integral that has a trigonometry function. I will ask them how we would solve
something like this in the past, and they should be able to see that the old method
will not work in this case. I will get their minds thinking that maybe there are
other trigonometry identities not learned, that use logarithmic functions we have
been working with.
1. Using the SmartBoard, I will begin 5.2 Day 2 notes [Notes]. It will
involve new trigonometry integrals and their proofs.
-I anticipate the students to really struggle with this topic. Proofs
are foreign to many students, and they do not enjoy trying to figure
out why something happens.
Predicting that the students will struggle, I will introduce the same proof
from a Khan Academy video, so the students can see it repeated in a
different light. (https://www.khanacademy.org/math/integralcalculus/integration-techniques/reverse-chain-rule/v/integral-of-tan-x)
2. Once the students complete a few more trigonometry integrals, we will
apply what we learned and discover more integrals we are capable of
solving on the SmartBoard. Then we will further apply these skills to
previously learned material such as area and average value.
-Again, I anticipate many student hesitations with this material.

None of the students are fond of trigonometry, but I hope I am able
to supply them with enough practice to feel more comfortable.
Overall, I believe this section will be the hardest for students to grasp in
this unit. So, for most of the time, we will stay together as a class, and
practice and work through these problems together.
-The students will complete [Exit Ticket] that contains one proof that we
went over in class. I will allow the students to use their notes if they wish,
because the more times they write down the proof, the better chance they
have of understanding and being able to recall it on an assessment.
However, the proof itself should not involve any type of memorization.
These 4 trigonometry functions that we worked with today all have proofs
that are extremely self-explanatory and involve skills that go back to basic
trigonometry functions and their definitions.
Homework
-Textbook problems page 330 numbers 29-39 odd 43-47 odd [Homework 5.2 Day 2]
Reflection
At the start of the lesson, I knew that the students would have a lot of questions on
the homework, but they had even more than I was anticipating. I marked off a few slides
on my SmartBoard presentation for the exercises from the homework that I knew would
cause the most difficulty. I also planned to go over a few generalizing exercises from the
last activity from class to refresh the students minds. I warned them that problems like
these would definitely be on the quiz for Thursday. Overall, I was pleased that the
students had so many questions on the homework, because it means that they attempted
it. However, it also took away a little bit of my lesson that I had planned for the day.
I had planned on showing the students a video from Khan Academy, then
showing them 4 proofs, with a lot of sample exercises. Because there were so many
homework questions, I only got through 3 proofs, and then 3 exercises and had to skip the
Exit Ticket. However, this time crunch allowed me to see what was truly valuable in the
lesson, and skip over things that were unnecessary. I was able to manage my time wisely,
and allow the students to still get the most out of my lesson, and not be scared to ask
clarifying questions.
Lesson 5
5.1 and 5.2 Review Day
Focus Question
How well can you apply your knowledge of logarithmic functions and trigonometry
identities and make connections to prior learned skills?
Standards
reasoning.
Learning Objectives
- Synthesize both integration and
differentiation techniques of the
MP8, HSF.IF.B.6
- Develop an understanding of the
trigonometry identities and where they
come from
- We will go over any problems students

may be having with homework
- Students will complete a review sheet
during a game of ZAP!
- Students will complete a review sheet

during a game of ZAP!
MP8, HSF.IF.B.6, HSF.IF.B.7

Materials
-
Internet Access
[Review Worksheet]
ZAP! Board on SmartNotebook

During the in class review, students will have an opportunity to work collectively
with their peers and reason through each problem in a fun and competitive atmosphere. I
will be walking around for extra help or guidance on any problems the students may
encounter.
Instructional Plan
- The students will complete [Exit Ticket] that was supposed to be given
last class, as a [Do Now] that contains one proof that we went over in
class. I will allow the students to use their notes if they wish, because the
more times they write down the proof, the better chance they have of
understanding and being able to recall it on an assessment.
-I will go over the Exit Ticket from last class, making sure the students
thoroughly understand the proof, and warn them that they may see it again
(I plan on putting this proof on the quiz).
-I have created a [Review Sheet] that encompasses the main ideas from
the 2 sections, and also mirrors the types of problems that the students will
see on the quiz.
-ZAP! Is a game the students are familiar with, and they enjoy it. The
students will break into groups and work on the review sheet in chunks.
After they successfully answer 2 questions on the Review Sheet in a row,
they will call me over to check their work. I may ask them a question, or
have them explain their answer. After this, the students go up to the
SmartBoard, where I created a ZAP! Board. This is a blank board and as
the students click on a block, it uncovers their point values (0-3). There
are also certain surprises under each block such as Triple Points Swap
Points or ZAP! where the group looses all their points and they start
back at 0. This process continues until the students finish the entire review
sheet.
-I have provided the students with the solutions to each problem, but they
still must get their work checked before they determine the number of
points from the SmartBoard.
-Overall, this game is meant for the students to practice the main ideas
from the sections. In the past, skills that my cooperating teacher put on the
review sheet were questions that the students were able to answer
correctly on the quiz. So, I tried to put as many topics from the quiz that I
could on the review sheet to help the students succeed. I also noted at the
bottom of the Review Sheet other skills that the students should review
before the quiz.
-In the past, there have been very little problems with this activity.
The groups all work diligently and finish the review sheet. There
was one group in particular that just didnt care about the class at
all, and my cooperating teacher had to spend most of her time with
them. In anticipation of this happening again, I plan on splitting up
this group, and making sure they are contributing in their new
groups.

-We will come back together as a class, and go over any difficulties the
students had on the Review Sheet. Also, any last minute Homework
Questions may be asked during this time.
- I will also hand out the students a notecard that has the trigonometry
integrals and derivatives. This cannot be used on a test, but it will be
helpful in homework and studying to have everyone in one small compact
place
In the past, there has been a big problem with students not showing
up on quiz day. In preparation, my coop and I decieded to give this
index card out for the students to use on a test. This way, it is
incentive to come to class for the quiz, and be rewarded. I didnt
tell the students exactly what would be on the notecard, but I gave
them a hint that I would be helping them out on the quiz.
- At the end of class, I also broke down the quiz, and told students
important topics to focus on, and others that they could bypass. This way,
they know exactly what they need to study.
- I also handed out solutions to the Review Sheet, and provided the
students with another worksheet and answers for extra help.
Homework
-Study for Quiz on sections 5.1 and 5.2
Reflection
Overall I was very pleased with how the students were able to accomplish the
Review Sheet. At the beginning of class, I handed out a proof for the Do Now, and the
students were all able to quickly and accurately complete the worksheet. Next, we went
over Homework. A lot of different students asked questions, which was a good sign.
Usually, the same one or two girls will ask all of the questions. But today, it seemed like
a lot of students tried the homework in preparation for the quiz. When working on the
Review Sheet, it appeared as though all of the students were working diligently.
Observing this game in the past, most students would sit back in their group and let the
other members carry the weight of the team. However, almost every student was writing
down trying the exercises. There were so many questions from all of the students, which
was another good sign. The questions werent How do you solve this problem they
were specific and were typically simple algebraic mistakes, not calculus content.
At the very end of class, I made the decision to give the students my solution key
to this review sheet, as well as another extra worksheet and answer key. This way,
students have the opportunity to work through more problems at home. I also decided to
walk the students through the types of questions they would see on the quiz. I really want
the students to do well, and the combination of a bulky chapter, approaching Spring
Break, and senioritis makes it very difficult to keep the students motivated. As I told
them about me potentially giving them formulas on the quiz tomorrow as incentive to
show up, the students all smiled and appeared encouraged to be on time to take the test
tomorrow morning.
Lesson 6
5.1 and 5.2 Quiz
Focus Question
Do the students have a conceptual understanding of logarithmic functions and
trigonometry identities?
Standards
All of the standards that have been previously listed are applicable to this assessment
CCSS.ELA-LITERACY.RI.11-12.7 Integrate and evaluate multiple sources of
information presented in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
Learning Objectives
-Demonstrate a conceptual understanding
of integration and differentiation of
logarithmic functions and trigonometry
integral proofs
-Quiz
All standards previously listed, RI.11-12.7

Materials
-Quiz
-Graphing Calculators
Only 2 students in the class are allowed extra time for the quiz, but in the past
they have never used it. If they approach me and ask for extra time, I will give
them time. I will also be constantly circling the room, available for questions as
needed. There is also an extra credit question on the quiz for students who finish
early.
Instructional Plan
-Students will come into class, spread desks out and begin to clear the
memory on their calculators
- Students will be given [Quiz] and I will take any questions that pertain to
clarification about the directions
-I marked each question with the specific point value so the
students know while they are working how much each questions is
worth
- Students will take the quiz, and I will walk around the room, available
for any questions.
-Students will hand in quizzes, and then clear the calculators again.
-This is a technique implemented by my cooperating teacher. She
has 3 classes of Honors Calculus, and doesnt want the students
bringing in formulas, or sharing test questions with later classes.
-I will tell students that the quizzes will be returned to them next class.
Homework
-None
Reflection
As the students came into class, a lot more students showed up compared to the
last few quizzes I observed. Only 2 students were absent, and 2 other make-ups were
present, but were absent days prior and planned on taking the quiz after break. I made it
clear yesterday that if they dont take the quiz today, they have to wait until after break,
and then all of that information will most likely be lost. The review yesterday went well,
so I was anticipating the students to do fairly well on the quiz. The students started to
clear their calculators before I even asked, so they seemed very familiar with this process.
They spread out around the room as I began to pass out the quizzes. Once all the quizzes
were passed out, I went around the room and gave every student a notecard. As I did this,
the students all began to smile and sigh with relief. This is a luxury my cooperating
teacher never gave them, and in my opinion it let them know that I understand that they
are seniors entering the 4th marking period and were on their last stretch of high school. I
was hoping that this notecard would help them succeed on this quiz.
There were very little to no questions while the students were taking the quiz. I
was in the hallway for half of the class, catching a student who had been absent for the
past few days. A majority of students took the entire class period to finish the quiz, as
anticipated. Those students who finished early could finish any homework and show me
at the end of class for credit, if they hadnt done so already. In the end, the average score
on the test was a B. Of the students who took the quiz today, there were 5 As, 6 Bs 1 C,
1 D and 1F. Overall, I am happy with these scores, and anticipate the students who are
doing makeups after break to stay with this trend.
Calculus Honors
Quiz Section 5.1-5.2
45 pts
Name:
Date:
Period:
Directions: Show all work. Do not simplify unless told to do so.

3 pts
1. Show the function is a solution to the Differential Equation

= 2 + 3
1.
Differential Equation: + = 0
#2-6 Differentiate
3 pts
2. = (7 2 + 5)
3 pts
3. = 1
3.
3 pts
4. () =
4.
3 pts
5. = (3)4
5.
2.
4 pts
3 pts
4 pts
6. Use logarithmic differentiation to find y

2 3 2
=
( 1)2
6.
7. Use implicit differentiation to find y. Simplify
7.
3 2 + + 5 2 = 30
8. Find the relative extrema. (State as a point as a min/max)

=
8.
#9-12 Integrate
3 pts
9. 2 7
9.
3 pts
10. tan(9 3 )27 2
10.
3 pts
11. (1)2
3 pts
12.
3 pts
13. Find the exact area bounded by

1
=
= 1
+ 2
3 pts
14. Prove = || +
2 +4
2
EXTRA CREDIT (2 points)

Prove = | + | +
11.
12.
13.
= 1
Lesson 7
5.4 Day 1
Focus Question
How are the logarithmic function and the exponential function related?
Standards
CCSS.MATH.CONTENT.HSF.IF.C.7.E Graph exponential and logarithmic
from a graph
solving them.
Learning Objectives
-Develop properties of the natural exponential
function
Students will complete [Do Now] activity

and actively take notes on section 5.4
HSF.IF.C.7.E, MP1
- Exhibit differentiation skills of exponential
functions
Materials
-
SmartBoard
[Do Now]
Whiteboards
Markers
[Exit Ticket]
Students will work on white boards and

with a partner on differentiation of

As students work on [Do Now], in class exercises, or [Exit Ticket] they have the
opportunity to work with a partner or alone, whichever they choose. I will also be
circulating the room; available to answer any questions the students may have as they
work.
Instructional Plan
-This is the first day back from break, so I am anticipating a slow start
from the students.
- I will hand out the [Do Now] which covers a few topics from sections
5.1 and 5.2, but also connects logarithmic functions to exponential
functions, which is the new section 5.4.
Going into this lesson, I want the students to be able to predict that
logarithmic and exponential functions are related. So, on the [Do
Now] I set the students up to compare and contract logarithmic
functions from the previous sections to this new section.

- I will begin Section 5.4 using a SmartBoard presentation. From here, I
will go over a few key ideas and properties of exponential functions, and
go over a few examples with the students. I will then ask them to work on
the whiteboards, and hold up the answer when they are done.
- Next, I will discuss the derivative of the exponential functions and show
the students where this formula comes from. Then as a class we will go
over a few examples, and then they will do the rest on the whiteboards.
-I will give the students an Exit Ticket, which I tell them I will collect for a grade
due before the end of class.
-If the students finish early, they can start homework.
- Instead of collecting the Exit Ticket, we went over the answers together as a
class.
-In order to bring this lesson to a close, I will ask the class how logarithmic and
exponential functions compare and contrast. Whether it be functionally,
graphically, etc, the students should be able to note where the two functions have
similarities and differences.
- For example, exponential functions are the inverses of logarithmic

functions. So, the range of logarithmic functions are all real numbers
while the domain of exponential functions are all real numbers. From this
point, I can ask the students how does the range of a logarithmic function
compare to the domain of the exponential function.
-( All positive numbers)
-The homework will be checked on Wednesday!
Homework
- Textbook problems page 347-348 numbers 1-21 odd 37-45 odd
Reflection
Today was the students first day back from Spring Break and they were
exceptionally talkative. It was the first day of the 4th Marking period, as well, and this
class of seniors collectively agreed that they were ready for graduation. As the students
filed in, they continued with the routine of regular class. As the bell rang they fell silent,
and I passed out the Do Now. On the Do Now, the students seemed to remember a lot of
information they we covered over break. They were extremely enthusiastic to share their
answers and even as I began my SmartBoard presentation, they were all looking ahead
taking notes, and appeared to be extremely focused.
During the lesson, I tried to cold-call on as many students as I could. I caught a
few students off guard, but I really wanted to engage all students in the classroom. I think
this contributed to the students all actively taking notes, because they never knew when
they would be called on. I had the students working on whiteboards, and called a lot of
students up to show their work on the board. One student in particular solved a problem
correctly, and then simplified. However, when she simplified, she forgot parenthesis, so it
looked like a different answer. This is a common misconception many students may have
when working with derivatives of the exponential function and simplifying answers, and
I wish I had presented this solution to the entire class. In the following lesson, I will make
sure to go over a similar problem, and make sure other students dont make a similar
mistake.
Overall, I am slowly getting used to planning, and making sure the lesson is about
an hour long. Today, we finished the section early and I gave the students an Exit Ticket
to work on for the remainder 20 minutes of the class period. I was able to see that most of
the students were done working, so instead of collecting their worksheets, I decided to go
over the answers with them in class. I had the students volunteer and put their answers on
the board. This way, I am assessing the students in a different way, using the remainder
of class time efficiently
Lesson 8
5.4 Day 2
Focus Question
When differentiating the exponential function, does it have any similarities to functions
previously discussed in class?
Standards
reasoning.
Learning Objectives
Expand on understanding of differentiation
of exponential functions
-Students will complete a [Do Now]

-Students will construct their own Bingo
Board using a Worksheet with
differentiation of exponential function
exercises
Materials
-[Do Now]
- SmartBoard
-[Bingo Board] with [Worksheet]
-Markers for Bingo Board
For this lesson, there is not a lot of new material that is taught. This day is meant
for practice, and review, in preparation for the next days lesson. This Bingo game
activity lets the students work at their own pace, and fill in as much of the Bingo
Board as possible. After we play the game, I will provide the students with my
Answer Key, so the students have all of the solutions to the problems, even if they
missed a few during the game.
Instructional Plan
- Any reoccurring problems from the [Exit Ticket] will be reviewed today
- I will pass out the students quizzes, and allow them to look at their
mistakes, since they could see their grades already online.
-I will go around the room and check 5.4 Homework Day 1. As I am
walking around the room, the students will compete a [Do Now] which is
integrated into the SmartBoard presentation. The solutions are hidden, and
I will ask a student to come to the board to reveal the answer.

-During this time, I will pass out to each student a blank [Bingo Board]
and a [Worksheet] with 24 questions
-I will first ask the students to complete the differentiation worksheet
completely, emphasizing the need to simplify their answers.
-Next, I will direct them in placing randomly all of their answers into the
24 open blank Bingo Board, essentially creating their own Bingo Card.
When they write their answers in the Bingo Board, I will also tell
them to write the problem number as well. This way, when I call
out the solutions to the problems and they made a mistake, the
students can easily find their mistake on the Bingo Board, and
locate it back onto the worksheet.
- As a class, we will play Bingo, and the first person to win will receive an
extra credit homework point. We will play this game as long as class
permits.
- The students have to have the correct answer in order to mark it
as a spot on their Bingo Board.
I anticipate us not getting through every problem on this
worksheet, so as the students leave for the day, I will give them an
answer key to every problem, this way at home they can check
their answers
- In order to close the lesson, I plan on going over any problems that the
students appeared to really struggle on with the worksheet, if time permits.
-I will also ask the students how they believe the derivative of the
exponential function compares to other functions we have worked with in
class.
I anticipate the students telling me that it is a much easier function
to work with and take the derivative of, and in that case I will ask them
why. The derivative of the exponential function is itself, which is much less
complicated than any other function we have worked with thus far.
However, it is important to not confuse lnx with ex
Homework
- Textbook problems page 347-348 47-57 odd
Reflection
At the beginning of this lesson, the students were extremely quiet. It was first
block, second day back from Spring Break, and I could tell they were not in the mood to
work. I put up the Do Now, and went around the room to check homework and pass back
the students quizzes. Many students were absent on a field trip, so I only had about 14
students in class. The students took much longer to complete the Do Now than usual, and
had very little questions on the homework. I was unsure if it was because 4 out of the 14
students didnt do the homework, or the students who did the homework actually
understood it, but there was only one question. In the future, I could have picked out a
few problems I anticipated the students would have on the homework, but in this section,
I found most of the questions to be straightforward.
From there, I tried to get the students attention by telling them that we were going
to play a game. The mood in the room seemed to lighten, as the students worked on the
worksheet and I turned on music. I walked around the room checking students progress.
I was anticipating the students to take about 15 minutes to complete this activity, but it
took them much longer than that. With only 10 minutes left in class, I decided that if we
wanted to get a winner to this game, I better start calling out answers now. By this point,
after working about 25-30 minutes on the worksheet, most of the students had completely
filled in their Bingo Board. As I started calling out answers, my cooperating teacher
assisted me and wrote the answers on the board so the students could see it visually, as
well. I am glad that I had the students write the number of the problem in the Bingo
Board with their answers, because a few students had the wrong answers, and we were
quickly able to find their mistakes. As the game was going on, my cooperating teacher
and I made the decision that if the student had the wrong answer, they could not put a
Bingo marker on that spot. So, when a student shouted Bingo, I not only checked for 5 in
a row, but I also checked to make sure they had the right work.
Overall, I believe this game was very successful in the classroom. The students
appeared to laugh and smile at 7:40 in the morning, which is an improvement from weeks
prior. The game provided a lot of practice with differentiating the exponential function
that the students were able to master in a fun way.
Lesson 9
5.4 Day 3
Focus Question
How can we use the differentiation of the exponential function outside of the classroom
and how does the process relate to other functions we have learned in this chapter?
Standards
solving them.
Learning Objectives
-Explore relative extrema and inflection points

of the exponential function
HSF.IF.C.7, MP1, MP2

- Discover differential equations involving

Materials
- Notecards for Opening Activity
-SmartBoard
- White boards
- Markers
- Survey for Closure
Using the SmartBoard presentation,

students will work individually on
whiteboards and present their answers in
class
Students will complete more examples in
class on whiteboards, as well as on the
Homework assignment they can start in
class
Similar to the other lessons, I will always be available for questions on the
homework, or classwork by walking around the room to make sure that the students are
on task, and helping wherever needed.
Instructional Plan
-Students will all get with a partner. I will go around and stick a post it
note to every students forehead so they can not see what is written. Then,
with a partner, the students will give clues to their partner to help them
figure out the function that is written on their head, and then vice versa.
The clue will be the derivative of the function.
This activity can be differentiated because some of the examples
are harder than others. Those students who are more advanced in
this section will receive the more difficult functions to work with.
- Once every student has removed their notecards from their forehead, we
will have a class discussion of how the students were able to reason
backwards from the derivative of the function to the function itself
- As a class, we will go over the SmartBoard presentation that touches
upon previous learned skilled, and applies the to exponential functions
such as relative extrema, differential equations, and second derivatives.
-I will go over one of each problem with the students, and then they will
try one on their own on the whiteboards

- I will ask the students to refer back to the Opening activity we did today
and I ask them , what skill is taking the derivative of a function, and
finding the original function?
The students should be able to realize, that integration is the next
skill we will work with tomorrow, since with every other function
worked with in class, integration always comes after
differentiation
-Then, before the students leave, I will give them a [Survey] that asks
about my experiences and influences in the classroom
- Homework can also be started
Homework
Textbook problems page 348 numbers 59, 61, 65, 69, 73
Reflection
Going into this lesson, I knew it was my last day teaching, and I really wanted it
to be one of my best. I had 7 examples planned for today, but I cut out 4 of them because
I really wanted to have time for the students to complete the surveys thoroughly. I started
the class with the Do Now Activity, and the students seemed to really enjoy it. They
thought that me sticking stickers to their foreheads was hilarious, and they all laughed
while they worked with a partner to find the function on their forehead. It was a stressfree, relaxed activity to get the class started.
The students had no questions on the homework, which I had anticipated. There
were only a few problems, dealing with derivatives that we worked on extremely in depth
the previous day. The 3 problems I kept in the lesson were old topics that now
incorporated the exponential function. As I started the lesson, I told myself that I really
didnt want to look at my notes at all. The problems were extremely detailed, and I knew
looking back at my notes would confuse me. So, I worked through the problems with the
students. One student offered a suggestion to simplify the derivative before continuing
the problem differently than the way I had simplified. Instead of sticking to the way I had
originally done the problem, I strayed away from my comfort zone and did the problem
that way instead. One of my biggest flaws during this unit was my confidence, and I
wanted to prove to myself that I could solve a problem a different way for the first time
on the board with the students. I was able to successfully come to the same correct
solution, and I was confident in my answer. In the future this shows that with a little bit
of confidence, I can accomplish more than I thought possible.
I also handed out my Survey to the students, and was able to get a lot of great
feedback from them. Overall, they liked my connection that I had with them and my
overall presence in the room. The students said that I was able to help them understand
the math in a fun and light classroom environment, which is what I want in a future
classroom of my own. Things I need to improve on the students were very honest and
gave me a lot of great pointers. One was to be more comfortable with the topics, which
they were able to see the progression as time went on. Another stated that by
incorporating more group work into the classroom, they could have more examples to
work with. This survey, along with my professors and cooperating teachers feedback,
have all been able to help shed the light on things that I can improve on, and things that I
was doing well in order to overall help me become a better teacher.

Unit Plan Jfe

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Unit Plan Jfe

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JFE UNIT PLAN

Stage 1: Considering the Learner

Stage 2: Considering Standards, Design, and Assessment

Stage 3: Lesson Planning and Learning Activities

natural exponential function

we have learned in this chapter?

Considering the Learner

Students will study the derivative and integrals of logarithmic and

CCSS.MATH.CONTENT.HSF.TF.A.1 Understand radian measure of an angle

One Major Assessment: Quiz on Sections 5.1 and 5.2

Directions: Show all work. Do not simplify unless told to do so.

1. Show the function is a solution to the Differential Equation

6. Use logarithmic differentiation to find y

7. Use implicit differentiation to find y. Simplify

8. Find the relative extrema. (State as a point as a min/max)

10. tan(9 3 )27 2

13. Find the exact area bounded by

EXTRA CREDIT (2 points)

-Students will complete [Do Now] activity,

HSF.IF.B.6, MP1, MP2

-As a class, we will go over multiple

SL.11-12.4, MP1, MP2

-Students will complete [Exit Ticket]

Accommodations and Modifications

Development (10-50 minutes)

Development 1 (10-20 minutes)

-I put a lot of examples in my notes, going over them if there is

-Again, on this exit ticket, I anticipate the students to struggle with

Handouts and Answers Lesson 1

HSF.IF.B.6, MP7, MP8

-Students will work through problems in

-Students will discover the connection

Accommodations and Modifications

-In particular, problem 5 has the students locate relative extrema. I

Handouts and Answers Lesson 2

-Students will work through problems in

-The Integral Scavenger Hunt Worksheet

Accommodations and Modifications

Development 2 (25-50 minutes)

Integral Scavenger Hunt

Answers to Integral Scavenger Hunt

Accommodations and Modifications

-Students will practice proofs in class

-Students will practice problems in class

As a class, we will go over a few practice exercises together using the

-Again, I anticipate many student hesitations with this material.

- We will go over any problems students

- Students will complete a review sheet

MP8, HSF.IF.B.6, HSF.IF.B.7

Accommodations and Modifications

Closure (55-60 minutes)

All standards previously listed, RI.11-12.7

Directions: Show all work. Do not simplify unless told to do so.

1. Show the function is a solution to the Differential Equation

6. Use logarithmic differentiation to find y

7. Use implicit differentiation to find y. Simplify

8. Find the relative extrema. (State as a point as a min/max)

10. tan(9 3 )27 2

13. Find the exact area bounded by

EXTRA CREDIT (2 points)

Students will complete [Do Now] activity

HSF.IF.B.6, MP1, MP2

Students will work on white boards and