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‐ Final Observation
Teacher: Madison Rhodes Date: 5/7
Title: Using Logarithms to Solve Exponential Equations Lesson #:__ of __
Lesson Idea/Topic and This lesson walks through the two ways of solving an exponential equation; changing the base of
Rationale/Relevance: exponents, or transforming to logarithmic form. The students have been exposed to both ways, so it’s
more figuring out how to recognize what ways we can use in a given problem.
Student Profile: The class is comprised of 14 students, 5 boys and 9 girls. 8 are juniors and 6 are sophomores. There is
one ELL student who has English fluency. The class is filled with students who are motivated and ready to
work and learn.
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
CCSS.MATH.CONTENT.HSF.BF.B.5
(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and
exponents.
CCSS.MATH.CONTENT.HSF.LE.A.4
For exponential models, express as a logarithm the solution to ab ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the
logarithm using technology.
Understandings: ( Big Ideas)
To be able to go between two forms, logarithmic and exponential, representing the same information, one old and one new, and using what we
have already practiced and used to solve for the information in the new form.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
If we can solve logarithms using exponential equations, why do we need logarithms?
What information can be gained with logarithms that may be very difficult to attain in exponential form?
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Madison_R. ‐ Final Observation
What is the difference between exponential problems that need to be solved by logarithms, and those that can be solved other ways?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format, using student voice)
I can:
Use the change of base or logarithms to solve an exponential equation.
Solve exponential equations from real world problems.
This means:
I will go f rom a = b c to c = log b a and solve for c using my calculator
I will use the change of base method for exponentials to make the bases on either side of my equation the same, set the exponents
equal to one another, and then solve for x from the equation made from exponents.
List of Assessments: (Write the number of the learning target associated with each assessment)
Informal: Check in during work time.
Formal: Homework that is due the next day.
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Madison_R. ‐ Final Observation
Planned Lesson Activities
Name and Purpose of Lesson Intro to logarithms
Purpose: to be able to find the inverse of an exponential function. This will end up giving
students a way to solve for x when you cannot set exponential functions to an easy base.
Co‐Teaching Which model(s) will be used?
Will co‐teaching models be utilized in this lesson? Why did you choose this model(s) and what are the teachers’ roles?
Yes ____ No _x__
Approx. Time and Materials Warm up ‐ 3 ‐5 minutes
Review homework ‐ 5 minutes
Instruction ‐20 to 25 minutes
Work time ‐ 15 to 20 minutes
Materials: 8‐3b worksheet and homework, pencil and eraser or pen, calculator
Promethean board/pen, computer with presentation, answers to 8‐3 homework
Anticipatory Set The strategy I intend to use is: Warming up with two exponential problems. One where
it’s easier to use change of base, and the other where it’s necessary to use logarithms to
evaluate.
I am using this strategy here because: Today is mostly about starting to recognize when
we can/should use change of base and when we need to use logarithms in order to solve
an equation.
Procedures The strategy I intend to use is: Guided practice
I am using this strategy here because: Students already have the tools for what we are
doing today, but those tools need to be used in order for the students to start being able
to tell what tool is going to be most useful in any given scenario.
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Madison_R. ‐ Final Observation
as “can we make the When finished they will put
exponents have the same down their pencils to signal
base?” and “what other that they are done.
tools do we have to solve
for exponents?”
When going around the
room ‐ take note of how
many students have the
warm‐up completed
correctly. Usually by the
end of three minutes a vast
majority of the students
have finished the problems
correctly and are ready to
move on.
Go over warm up If we jump straight into the
Most of the time the vast notes:
majority, if not all, of the NA
students in this class have
the answers correct by the
time I set for warm‐up.I will
assist the students who are
typically struggling during
the warm‐up so they are
able to move on by the
time those three minutes
are up.
If they are good to go on,
we jump into going over the
homework.
Otherwise: Otherwise:
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Madison_R. ‐ Final Observation
When going over
homework say the answers
aloud while making it clear
what number you are
talking about.
Ask for any clarification or
questions over the
homework. Then ask for
them to turn it in if finished
and if not finished to finish
it before turning it in.
Part 1 ‐ solving exponents Students will work
with same base. individually on each
Write out If b y = b x , then problem, getting help from
______ myself, or a neighbor when
Ask what happens in the stuck.
situation (“What happens When they are done they
to the exponents” … “we will put down their pencils
set them equal”)
Time for solving
exponential equations
practice. (2 minutes or less
each)
Ask students to work on the
problems, asking a neighbor
or myself if stuck, and then
to put down their pencils
when done as a signal.
I will be checking around
the room to see who is
getting stuck, or if everyone
is finished before the two
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Madison_R. ‐ Final Observation
minutes are up (then i’ll go
to the next problem right
away). For those who are
getting stuck, I’ll give hints
“what would be a good
base for those numbers?”
and “What do we do with
our exponents when we
have the same base?”
If needed I’ll talk to the
group in front left (typically
the people who struggle)
and ask them questions to
walk through the problems
on the board.
Part 2 ‐ Solving exponents
with logarithms.
Write out If b x =y then
_____ Students will work
Ask them for what it would individually on each
be in logarithmic form problem, getting help from
(log b y=x) myself, Mr. Eisele, or a
neighbor when stuck.
Remind students to get the When they are done they
exponential part by itself will put down their pencils
before going to logarithmic
form
Time for exponential to
logarithm practice (2
minutes or less each)
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Madison_R. ‐ Final Observation
Make sure you check in on
Kevin during this time since
he was gone a couple
lessons ago ‐ seemed to
pick up the material last
class but still want to give
support.
I will be checking around
the room to see who is
getting stuck, or if everyone
is finished before the two
minutes are up (then i’ll go
to the next problem right
away). For those who are
getting stuck, I’ll give hints
“How would we write it in
logarithmic form ‐ is it
ready to be converted yet?”
and ”what are we going to
type in our calculators to
evaluate the logarithm?”
If needed I’ll talk to the
group in front left (typically
the people who struggle)
and ask them questions to
walk through the problems
on the board.
After last example but
before handing out
homework ask for student
attention.
Announcement: District
assessment halfway
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Madison_R. ‐ Final Observation
through tomorrow’s class
over matching equations to
a graph / explaining why
they do or do not match, as
well as a soccer ball
parabola problem. note
sheet allowed.
‐ @ James when are
we taking an
assessment? Students will work on the Any common questions or
‐ @Corrine what is homework either confusion the students
one thing we are individually or groups, have
going to be tested asking questions for help on
on? any confusion. Usually
‐ @Amanda what students choose to work
about the other? with whomever they are
‐ @ Alyssa are we sitting with at the time.
allowed a note ‐ Perhaps ask kevin
sheet? to pair up with
Tells district and Eisele Sierra?
what you have learned
through the year
Time for homework ‐ hand
out after announcement
Encourage Braxton and Jake
during this time. Bailee
seems to be doing
awesome in logarithms but
still offer assistance. Check
in on Kevin since he was
gone two lessons ago.
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Madison_R. ‐ Final Observation
Closure The strategy I intend to use is: Ask students to think about how we choose what method
to use when we aren’t told.
I am using this strategy here because: In our notes we have two distinct sections that tell
us what method to use. In the future, we will have exponentials that may not tell us
exactly what to use to solve it and we will need to have an idea about which path to use
to avoid doing twice the work.
Differentiation Content Process Product Environment
Modifications: Mr. Eisele will Students who Preferential
be mostly in are having a seating near
the back of the more difficult other students
room, time with the whom they
supporting the material are work well
ELL student, as given extra time with.
he is to complete the
comfortable assignment, or
with Mr Eisele have certain
and needs little problems
nudges in the initialed off if
right direction they need a
occasionally to shortened
move forward. version of the
NEW: Ask kevin homework.
to move up ‐ one
next to student
Sheridan ‐ has IEP
they’ve worked with this
together before specified
and seem to
work well.
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Madison_R. ‐ Final Observation
Extensions: Students who
finish early
should work on
a notes page
over parabolas
‐ what the
various
forms
tell you
about a
graph
‐ How to
do a
soccer
ball
problem
This is in
preparation for
the district
assessment
Assessment Formative: Collecting homework the next day to get a better idea of any common
mistakes or misconceptions.
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