# Q2 W7 Dec 2-6 Algebra 1 Teacher Stephanie Durrance Algebra I Honors 7th/8th 7 UNIT 6: Exponential and Radical Functions
Standard(s) Taught
 MAFS.912.F-BF.1.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. MAFS.912.A-SSE.2.4: Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. MAFS.912.A-SSE.1.1: Interpret expressions that represent a quantity in terms of its context.  a. Interpret parts of an expression, such as terms, factors, and coefficients. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. MAFS.912.F-IF.3.7e: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. MAFS.912.F-IF.3.8b: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. MAFS.912.F-LE.1.2: Construct exponential functions, including geometric sequences, given a graph, a description of a relationship, or two input-output pairs MAFS.912.F-LE.2.5: Interpret the parameters in a linear or exponential function in terms of a context.
Learning Targets and Learning Criteria

• define and write a recursive formula using a previous value to generate the next element of the sequence. • distinguish between explicit and recursive formulas for sequences. • identify the quantities being compared in a real-world problem. • write an explicit function, define a recursive process, or complete a table of calculations that can be used to mathematically define a real-world context. • write a recursive definition for a sequence that is presented as a sequence, a graph, or a table.

Classroom Activities
 Monday/Tuesday: Bellringer: Number Sense Problem 42 (5 min) Whole Group: Interactive Student Notebook (ISN) –  Geometric Sequences (30 min) Small Group: Three rotations at 20 minutes each. (1 hour) Rotation 1 – Teacher Group (Algebra Nation Math Book) – Pages 175-177 Geometric Sequences in Exponential Functions Rotation 2 – Partners (Worksheet) – Writing Geometric Sequences Kuta Rotation 3 – Independent (Technology) – IXL: P.7 Wednesday: Bellringer: Number Sense Problem 43 (5 min) Whole Group: Identifying Exponential Functions vs Linear Functions Partners: Students will do an experiment with candy to compare an exponential function to a linear function and record their results in writing with a graph, table, and equation. Thursday/Friday: Bellringer: Number Sense Problem 44 (5 min) Whole Group: Interactive Student Notebook (ISN) –  Graphing Exponential Functions (30 min) Small Group: Three rotations at 20 minutes each. (1 hour) Rotation 1 – Teacher Group (Algebra Nation Math Book) – Pages 182-186 Graphs of Exponential Functions Rotation 2 – Partners (Worksheet) – Graphing Exponential Functions Practice Worksheet Rotation 3 – Independent (Technology) – IXL: X.2

All IEP and ESOL accommodations provided daily.

Assignments Due
 ·         Homework Book: P. 112 #7, P.113 # 1,3 ·         Exit Tickets: Candy Experiment Exponential Functions, Graphing Exponential Functions Worksheet

IXL: P.7, X.2