Q2 W6 Dec 14-Dec 18 Algebra 1

TeacherStephanie Durrance
Subject AreaAlgebra 1 Honors
Grade Level7th/8th
Week #6
Unit of InstructionUnit 6 – Exponential and Radical Functions
Standard(s) Taught

MAFS.912.F-BF.1.1a: Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

MAFS.912.F-IF.1.3: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.

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 (include reading these from a table).

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.
• create a table from a list of numbers (sequence) by making the term number (position) the inputs and the elements the outputs. • define a geometric sequence as a sequence of numbers that is formed so that the ratio between consecutive terms is always the same, known as a common ratio. • recognize geometric sequences as exponential functions. • explain that a recursive formula tells me how a sequence starts and tells me how to use the previous value(s) to generate the next element of the sequence. • explain that an explicit formula tells me how a sequence starts and tells me how to find any term of the sequence by knowing the ratio by which the sequence increases or decreases. • find explicit and recursive formulas for sequences.
• determine if a function is exponential (geometric sequence) given a sequence, a graph, a verbal description or a table. • determine the common ratio between two terms in a geometric sequence. • write an exponential function from a geometric sequence, graph, table of values, or a description of the relationship. • describe the algebraic process used to construct the exponential function that passes through two points. • construct geometric sequences.

Classroom Activities

Innovative Students – Log into Zoom on time and begin working on bellringer. Be prepared to follow the schedule of activities below.

Monday/Tuesday:
Bellringer:
Brain Teaser
Whole Group:
Review for Mid-Unit 6 Summative on Exponential/Radical Functions
Small Groups:
Exploring Exponential Functions String Activity
Independent:
Khan Academy – Exponential vs. linear growth (4 questions)

Wednesday:
Bellringer:
Brain Teaser
Whole Group:
Brief review for Mid-Unit 6 Summative
Individual:
Summative – Mid Unit 6: Properties of exponents, rational exponents, operations of radicals, exponential functions

Thursday/Friday:
Bellringer:
Brain Teaser
Remediation/Make-up Day

All IEP and ESOL accommodations provided daily.

Assignments Due

Khan Academy – 1 short assignment, Exponential Activity, Summative – Mid Unit 6

Additional Resources

Khan Academy videos – type any topic in search bar followed by Khan Academy to find an instructional video for additional support.
https://www.khanacademy.org/

IXL – Provides support for any grade level math standard.

Algebra Nation – Provides additional support based on unit of study.

Edgenuity – https://www.edgenuity.com/