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o Some
students
may
not
know
the
number
of
columns
and
rows
to
the
tables
they
construct
as
well
as
labeling.
(I
will
be
providing
a
blank
table
of
the
proper
dimentions
in
the
worksheet)
o Some
students
will
see
a
pattern
in
the
total
number
of
pennies
column
of
their
graphs.
This
pattern
is
a
pattern
of
2x
+1
however
this
pattern
is
not
useful
in
deriving
the
necessary
formula.
Many
students
will
be
distracted
by
this
pattern.
I
will
address
this
pattern
by
means
of
engaging
questions
and
scaffolding.
Building
on
Prior
Knowledge
Previous
lessons
as
well
as
courses
will
have
introduced...
!
!"#$
The
slope
of
a
line
and
what
it
represents
( ! / !"#
).
Knowledge
and
use
of
standard
point
slope
as
well
as
slope-intercept
form.
Graphing
equations
in
both
standard
and
slope-intercept
form.
Patterns
of
algebraic
and
geometric
sequences.
Finding
terms
in
algebraic
and
geometric
sequences
as
well
as
the
sum
of
terms
of
a
geometric
sequence.
Finding
common
ratio
of
a
geometric
sequence.
Exponential,
quadratic
and
polynomial
function
formulas.
Graphing
data
points
and
equations
of
exponential,
quadratic
and
polynomial
functions.
Graphing
calculator
experience
of
plotting
data
and
equations
as
well
as
adjusting
viewing
window
measurements
to
accommodate
a
given
graph.
Questions
to
assess
prior
knowledge
before
beginning
the
task:
How
are
linear,
exponential,
quadratic,
and
polynomial
functions
different?
Draw
sketches
of
each
of
these
graphs.
What
do
the
differences
mean?
Students
will
have
space
to
draw
the
graphs
of
the
functions
and
have
the
chance
to
explain
what
they
mean
and
how
they
act.
(ex.
Behavior
of
lines,
roots,
etc.)
Materials
Required
Activity
worksheet
Calculator
(graphing
preferred)
centimeter
grid
paper
Pencils/pens/scratch
paper
Piggy
bank
and
manipulatives
provided
Grouping
Students
will
be
placed
into
mixed
ability
groups
in
order
for
more
capable
peer
scaffolding
to
take
place
(some
students
may
also
have
more
experience
pertaining
to
this
concept
and
will
be
able
to
help
others
understand
better).
Groups
will
consist
of
2-3
students
in
each
group.
At
the
end
of
the
task,
time
will
be
spent
as
a
class
discussing
what
students
have
determined
as
the
better
option
and
why.
This
will
take
the
form
of
a
poster
presentation
from
each
group.
Each
group
will
have
the
opportunity
to
not
only
discuss
with
the
class
what
they
came
up
with,
but
also
demonstrate
their
thinking
process
and
why
it
works.
As
a
class,
I
would
also
like
to
go
over
what
students
felt
was
the
most
challenging
part
of
the
problem
activity
and
why.
Time
Required
This
lesson
will
take
place
in
approximately
two
50-minute
lessons
or
1
block
period.
Instructional
Lesson
Plan
I.
Essential
Questions
or
Big
Mathematical
Ideas
How
can
graphs
of
linear
or
exponential
equations
be
used
to
solve
real-world
problems?
II.
Enduring
Understandings
Linear
functions
have
a
constant
difference,
whereas
exponential
functions
have
a
constant
ratio.
Real
world
situations
can
be
represented
symbolically
and
graphically.
A
quantity
increasing
exponentially
eventually
exceeds
a
quantity
increasing
linearly
III.
Launch
Class
will
start
as
soon
as
students
walk
through
the
door.
Nametag
tents
will
be
set
up
in
the
middle
of
each
table
indicating
which
group
each
student
will
be
in.
Each
group
will
have
a
review
question
to
answer.
When
they
have
completed
the
review,
they
will
turn
in
the
question
to
the
teachers
desk
in
order
to
receive
their
group
piggy
bank
containing
thirty-one
pennies,
five
$1,000
dollar
monopoly
bills
and
a
visual
representation
of
the
proper
arrangement.
(Teacher
must
be
sure
to
instruct
students
not
to
open
the
piggy
bank.
Students
should
place
the
piggy
bank
on
the
table
and
wait
for
instruction).
As
a
class
we
will
discuss
the
review
question
to
make
sure
everyone
has
an
understanding
of
the
differences
between
linear,
quadratic,
exponential
and
polynomial
functions.
The
teacher
will
then
ask
the
students
to
take
the
items
out
of
the
piggy
bank
placing
bills
in
a
vertical
line
and
pennies
in
5
ascending
groups
from
least
to
greatest
number
of
pennies
to
the
right
of
the
bills
(a
visual
representation
of
the
proper
arrangement
will
be
included
in
the
piggy
bank
as
well
for
students
who
have
a
hard
time
visualizing
what
the
descriptive
directions
are
saying).
First
group
of
pennies
contains
only
1
penny,
second
group
of
pennies
contains
2
pennies,
third
group
of
pennies
contains
4
pennies,
fourth
group
of
pennies
contains
8
pennies
and
the
fifth
group
of
pennies
contains
16
pennies.
The
teacher
then
presents
the
scenario
to
the
students.
Your
wealthy
uncle
is
giving
you
a
graduation
gift.
He
gives
you
a
choice.
Option
A:
Either
receive
$1,000
every
day
for
one
month
OR
option
B:
he
will
gradually
give
you
more
and
more
money
throughout
the
course
of
a
month.
If
you
choose
option
B,
he
will
give
you
1
penny
on
the
first
day,
2
pennies
on
the
second
day,
4
pennies
on
the
third
day,
8
pennies
on
the
fourth
day,
16
pennies
on
the
5th
day
and
so
on
for
a
month.
Assuming
this
is
a
30
day
month,
which
would
be
the
better
option?
Which
is
the
better
deal?
Students
will
be
given
about
15
seconds
to
ponder
their
opinion
before
sharing
with
the
class
in
the
show
of
hands
form.
Who
would
choose
option
A
and
who
would
choose
option
B?
Why
did
you
choose
that
option?
All
students
will
then
be
handed
out
the
worksheet
to
be
completed
in
their
small
groups.
IV.
Plan
Day
1
(10-15
min)
Warm
up
review
The
teacher
will
make
sure
students
are
prepared
for
the
task
by
reviewing
the
previous
knowledge
necessary
to
make
connections
and
understandings
throughout
this
lesson.
If
some
students
do
not
remember
a
certain
equation
or
definition
they
will
be
given
the
opportunity
to
quickly
refresh
their
memory.
(10
min)
Introduction
to
task
The
teacher
will
provide
the
students
with
the
scenario,
prompt
student
thought
and
engagement
by
connecting
the
real-world
concept
with
their
individual
perceptions
and
opinions,
and
go
over
student
expectations.
Teacher
will
also
hand
out
the
activity
worksheet.
o Students
will
work
in
small
groups
to
determine
whether
option
A
or
option
B
is
the
better
deal.
Is
time
a
factor?
o Think
about
these
last
two
questions
throughout
your
worksheet.
We
will
discuss
it
as
a
class
along
with
our
findings.
Questions
to
Assess
With
All
Approaches:
What
information
are
we
given
in
option
A?
What
information
are
we
given
in
option
B?
What
are
we
trying
to
determine
as
our
end
result?
Look
at
the
pennies
you
have
at
your
desk.
How
many
groups
of
pennies
are
there?
o
What
does
the
groups
of
pennies
represent?
If
you
deposit
all
the
pennies
on
day
1
how
many
pennies
did
you
deposit?
o Now
what
about
day
2?
At
the
end
of
day
2,
how
many
pennies
do
you
now
have
in
your
piggy
bank?
How
many
pennies
will
you
deposit
on
day
3?
At
the
end
of
day
3,
how
many
pennies
do
you
now
have
in
your
piggy
bank?
Converting
from
pennies
to
dollars.
o What
relationship
do
we
know
of
between
pennies
and
dollars?
o How
many
pennies
are
in
a
dollar?
How
can
we
use
this
to
convert
pennies
to
dollars?
o If
there
are
100
pennies
in
a
dollar.
That
means
for
every
100
pennies
we
have
1
dollar.
o What
ratio
is
that?
o Without
thinking
about
the
units,
how
do
you
go
from
100
to
1?
How
do
you
go
from
50
to
10?
8
to
4?
20
to
2?
100
to
1?
Questions
to
Advance
With
All
Approaches:
How
do
we
know
how
much
we
have
received
total
on
a
given
day?
o Adding
up
the
payments
received
up
until
that
day
o Students
may
already
begin
to
see
the
pattern
of
multiplying
each
day
by
payment
received
Questions
to
Assess
Specifically
With
Tabular
Approach:
What
can
we
call
the
end
result
to
represent
a
column
in
our
table?
How
many
pennies
will
you
deposit
on
day
2?
At
the
end
of
day
2,
how
many
pennies
do
you
now
have
in
your
piggy
bank?
How
many
pennies
will
you
deposit
on
day
3?
At
the
end
of
day
3,
how
many
pennies
do
you
now
have
in
your
piggy
bank?
Questions
to
Advance
Specifically
With
Tabular
Approach:
How
can
you
calculate
the
data
entries
for
the
end
result
column?
What
can
we
determine
about
the
behavior
of
the
data
from
the
data
in
our
table?
Questions
to
Assess
Specifically
With
Graphical
Approach:
What
do
we
need
from
the
data
in
order
to
make
a
graph?
What
is
our
dependent
variable
and
our
independent
variable?
Which
variable
coincides
with
which
axis?
Questions
to
Advance
Specifically
With
Graphical
Approach:
How
does
the
graph
behave
over
time?
At
what
rate
does
it
grow?
Questions
to
Advance
from
Tabular
to
Algebraic
Approach:
Is
there
a
pattern
between
the
first
two
columns?
Why
not?
Is
there
an
addition
pattern
between
column
2
and
3?
Multiplication?
Why
not?
Do
the
numbers
in
column
2
(the
number
of
pennies
on
a
given
day)
represent
a
pattern
that
you
are
familiar
with?
o Most
students
will
be
able
to
see
the
doubling
pattern.
Focus
their
attention
on
other
forms
of
writing
the
doubling
pattern.
2*
what
is
2?
2*
what
is
4?
2*
what
is
8?
o What
about
the
factor
tree
of
2,
4,
8,
and
16.
When
the
students
factor
2,
4,
8,
16
into
its
smallest
prime
factors
they
see
4=
2*2
=
2^2
8=
2*2*2
=
2^3
16=
2*2*2*2
=
2^4
What
about
column
3
(total
number
of
pennies)?
o Some
students
may
see
2(number
of
pennies
on
a
given
day)
-1
which
is
good.
However
they
still
need
to
be
able
to
represent
the
number
of
pennies
column
in
the
power
of
2
form.
Good!
Now
think
about
what
value
we
need
to
plug
into
an
equation
in
order
to
find
out
how
many
pennies
we
have
in
the
piggy
bank
at
a
specific
point
in
the
month.
o 7
=
(2^3)
1
3
is
the
x
variable
J
Questions
to
Assess
Specifically
With
Algebraic
(equation)
Approach:
What
is
the
equation
calculating?
What
approaches
have
you
looked
at
so
far?
If
we
know
there
are
x
amount
of
days
and
we
need
to
find
the
total
number
of
pennies
in
the
piggy
bank
on
a
given
day,
what
pattern
can
we
use
that
represents
this?
Think
back
to
ratios
and
geometric
sequences.