Teacher(s) Melissa Miller Subject group and discipline Mathematics: Mathematics

Unit title Unit 5- Exponential and Logarithmic Functions MYP Year Grade 10 Unit duration 6 weeks (30 hours)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Mathematics
Equivalence Representation Scientific and technical innovation
Connections

Statement of inquiry

Inverse functions help us better understand functions, how to solve them, and why they are useful.

Inquiry questions

Factual What is an inverse? Conceptual How are exponential and logarithmic Debatable Why was the concepts of logarithms
functions related? developed?

Objectives Summative assessment

A: Knowing and understanding Relationship between summative assessment task(s) and

iii. solve problems correctly in both familiar and statement of inquiry:
unfamiliar situations in a variety of contexts. - Students will take written quizzes and test as
B: Investigating patterns assessments to gauge their understanding.
iii. prove, or verify and justify, general rules. - Students will complete a project in buying a car and
D: Applying mathematics in real-life contexts calculating payments and applying functions.
i. identify relevant elements of authentic real-life
situations
iv. justify the degree of accuracy of a solution
v. justify whether a solution makes sense in the
context of the authentic real-life situation.

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 Approaches to learning (ATL)

VI. Information literacy skills

Finding, interpreting, judging and creating information
Collect, record and verify data
Access information to be informed and inform
Research others

Action: Teaching and learning through inquiry

Content Learning process

Standards:
Functions
Linear, Quadratic, and Exponential Models
1. Distinguish between situations that can
be modeled with linear functions and with
exponential functions.
2. Construct linear and exponential
functions, including arithmetic and geometric
sequences, given a graph, a description of a
relationship, or two input-output pairs (include
reading these from a table).
3. Observe using graphs and tables that a
quantity increasing exponentially eventually
exceeds a quantity increasing linearly,
quadratically, or (more generally) as a
polynomial function.
4. For exponential models, express as a
logarithm the solution to abct = d where a, c,
and d are numbers and the base b is 2, 10, or
e; evaluate the logarithm using technology.
Describe how you will differentiate teaching & learning for this unit?

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 Students have videos available to them, and I allow students to work in groups during guided practice, which
allows me to work on a more indiviudal basis with students who need more support.

Learner Profile

Knowledgeable: Students need to be knoledgeable about other kinds of functions in order to apply their learning to their new learning. They need to have knowledge about
functions and also inverses.

Resources

Journal:

http://msmmiller.weebly.com/advanced-algebra-with-trig.html

https://drive.google.com/drive/folders/0By5rxkz6LGFiS0ZtVnY3SWdjd1k

https://docs.google.com/presentation/d/1Mkea6xVvW8rs5XcTcn14bBcfH8BeekaCIrGAzM-bHi8/edit#slide=id.p

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

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