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Specific Learning Objective : Graph and analyze exponential functions and solving problems involving exponential equations. Lesson and Activity Schedule

Lesson 72 min

Skill/Concept

Activity

Material

Tech Tools

Lesson-1

Activating prior knowledge about exponential functions and understanding the concept of exponential growth and decay through Mathematical Modeling.

Group Activity: Group Assignment on modeling of exponential functions, Class discussion

Mathematical modeling assignment

MS-Excel smart-board activity as an activation strategy

Lesson-2

Sketching the graphs of exponential functions by applying a set of transformations through investigation with the help of technology

Investigative group assignment for students using graphing calculator, Class discussion, home-work

1.Assignment 2.Matching activity for home

Computer lab with 2dgraphing calculator software

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Prior knowledge recap assignment
Check Agree or Disagree beside each statement Compare your choice and exp lanation with a partner Statement 1. Each of the following is a function i. y =2 x 2 -5 Agree Disagree

ii.

y = x/4 + 7

iii. y = 3 x

iv.

2x + 3y - 5 = 0

2.

The base of y = 2 x is x

3.

y = 3 x is the same as y = x 3 .

4.

The area, y , of a square floor with one side measuring x can be modelled by the equation y = 2x

5. For the function on the grid below, the x -intercept is -3 and the y-intercept is 1

6. 7. 8.

y = (1/5) x is an exponential function The domain of y = 2 x is R The range of y = 10 x is y > 0.

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Activating Introductory activity (discussion) You have won the grand prize in a contest and have two options for receiving your cash payment: (a) The $100-a-Day plan, in which you receive $1,000 immediately, plus $100 per day for 30 days; (b) The Double Your Money plan, in which you receive $0.01 immediately, and your winnings double every day for 30 days.

Investigation:
1. Which payment plan seems like the better deal? Why? 2. Does the information in the table change your choice for which payment plan is the better deal? Why or why not? 3. How much money will you have collected by day 30 , with? a) The $100-a-Day plan? b) With the Double Your Money plan? The teacher at this point emphasizes on the two growth models: linear and exponential, with emphasis on the rate at which exponential growth works.

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Acquiring Assignment part-1 A scientist places one bacterium in a Petri dish at 9:00 am. The bacterium can reproduce at a rate that doubles its population every minute. The scientist observes that the Petri dish is completely full at 10:00 am.

1.

Complete the following table using the information above: time in minutes (t) 0 2 1 2 3 4 5 6 no. of bacteria (n) 1

2.

Fit a function to the growth of the bacteri um where time represents independent vari able (t) and number of bacteria represent dependent variable (n)

3. 4. 5. 6.

At what value of t does the value of n become 2 6 0 Sketch the function on a graph paper Locate the x and y intercepts on the graph State the domain, range and asymptote for the function

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Assignment part-2

Suppose Mario has been sprayed with a shrinking spray an d he is getting reduced to half his size every minute. Let us say we start at 9:00 am being t=0, 9:01am being t=1 and so on. 1. Complete the table if dependent variable y (size of Mario) = 1 at t=0. Independent Variable Time(t) -2 -1 0 1 2 3 2. 3. 4. 5. 6. Write an exponential decay function fitting the situatio n Sketch a graph for the function (consider both positive and negative values of t) Locate the x and y intercepts on the graph Write the domain, range and asymptote of the function What would be Marios size after 10 minutes? 1 Dependent Variable y(size of Mario)

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Recapitulation and Conclusion (Applying) General form of exponential function y = b x , y= a. b x , difference between exponential growth and decay in terms of b , and graphs for both the situations are discussed in the class . After explanation of text-book examples by the teacher s tudents are given text-book assignments for home.

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Plan-2 Objectives: Determining through investigation with impact of varying values and signs of graphing calculator the bases and exponents on

exponential functions Demonstrating an understanding of the effects of horizontal and vertical compressions, stretches and shifts Applying the prior knowledge of shifts, stretches, compressions and reflections to sketch variations in exponential function

Procedure 1. Investigative assignment consisting of four parts(in groups) as Activating and Acquiring strategy 2. Class Discussion 3. Application discussed activity) and and reinforcement for (selected together text with a questions matching

assigned

home -work

1. Investigative Assignment Students are divided into groups of four and each student in the

group gets all four parts of the investigative assignment

Instructions for the assignment s: Each of the equations is in the form: y = b x

For each part of the investigation graph all the given equations on the grid provided.

Complete the chart that follows

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Investigative Assignment - Part 1 Group Activity: Draw the graph for each equation and complete the table following it. Discuss the results with your group members.

Equations 1. 2. 3. y=2 x y=4 x y=10 x

y=2 x

y=4 x

y=10 x

y intercept is

y intercept is

y intercept is

x intercept is

x intercept is

x intercept is

asymptote is

asymptote is

asymptote is

domain is

domain is

domain is

range is

range is

range is

Discuss: KQ1. What these graphs have in common KQ2. The impact of value of the base , on the graph of the function

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Assignment-Part 2 Group Activity: Draw the graph for each equation and complete the table following it. Discuss the results with your group members.

Equations 1. 2. y=(1/2) x y=(1/4) x

3. y=(1/10 ) x

y=(1/2) x

y=(1/4) x

y=(1/10) x

y intercept is

y intercept is

y intercept is

x intercept is

x intercept is

x intercept is

asymptote is

asymptote is

asymptote is

domain is

domain is

domain is

range is

range is

range is

Discuss: KQ1. KQ2. What these graphs have in common The impact of changing the value of the base on the graph

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Part 3 Group Activity: Draw the graph for each equation and complete the table following it. Discuss the results with your group members.

Equations 1. 2. 3. y=2 - x y=4 - x y=10 - x

y=2 - x

y=4 - x

y=10 - x

y intercept is

y intercept is

y intercept is

x intercept is

x intercept is

x intercept is

asymptote is

asymptote is

asymptote is

domain is

domain is

domain is

range is

range is

range is

Discuss: KQ1. The impact of changing the signs of exponents on the graph of an exponential function

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Part 4: Group Activity: Draw the graph for each equation and complete the table following it. Discuss the results with your group members.

Equations 1. 2. 3. 4. y=2 x y=-2 x y=4 x y=-4 x

y=-2 x

y=-4 x

y intercept is

y intercept is

x intercept is

x intercept is

asymptote is

asymptote is

domain is

domain is

range is

range is

KQ1. Figure out the impact of a negative sign upfront on the graph of an exponential function

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Class Discussion: a) How does i) increase in the value of b affect the graph of y = b x ? ii) decrease in b affect the graph of y = b x ? b) How do graphs of i) y = b ii) y = b
x x

and y = b - x differ? and y = -b

x

differ?

A few examples from the text -book are explained by the teacher. Home-Assignment: Text-book assignment together with a matching activity is assigned as home -work.

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Matching Activity for home (Application and Reinforcement) Match each graph with an equation that best represents the relationship. For each graph, state the x intercept, y-intercept, domain, range, and asymptote. a) b)

b)

d)

e)

f)

i) y = 3 - x iii) y = 5 - x v) y = 5 x

ii) y =(1/4) x iv) y = (2.2) x vi) y = 3 x

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***********Not included in the lesson****** Plan-3 Objective: Overview and Reinforcement of graphs of exponential

functions and their characteristics in the form of a brain-storming quiz. Quiz Consider f(x)=B x as the standard function and g(x)=a.B b ( x - c ) +d as the transformation of it Given function is the transformed function g in each case

For each of the listed functions : 1. g(x)=3 ( x + 1 ) -2 2. g(x)=-5.2 ( x - 3 ) +2 3. g(x)=(1/2) x Bonus question 4. g(x)=2 3 x Find and state a) The standard function f for each case b) domain and range of g c) horizontal asymptotes of the graph of g d) x and y intercepts of the graph of g e) left or right shift (shift along x-axis) f) up or down shift (shift along y-axis) g) reflection of g in x-axis (if any) h) reflection in y-axis(if any) i) sketch the graph of g on the graph paper provided j) change in co-ordinates from f to g Hint: write g(x) as 2 - x

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Plan-3 Objectives: Linking exponential growth and decay to real -life situations by solving a variety of of real-life equations problems to involving the

application

exponential

loans,

populations,

investments or radioactivity Solving a variety of Math problems in multiple and sequential steps Solving problems in a sequence of steps Students take notes as teacher explains the sequential steps to

solving exponential problems. Q1. The population, P million, of Alberta can be modeled by the

equation P=2.28(1.014) n , where n is the number of years since 1981. Assume that this pattern continues. Det ermine when the population of Alberta might become 4 million. Step1. Write the equation Step2. Substitute P for 4 Step3. Solve the equation for n Q2. In 1995, Canadas population was 29.6 million, and was growing at about 1.24% per year. Estimate the doubling time for Canadas

population growth. Step1. Write the equation, P= 29.6 (1.0124) n Step2. Substitute 229.6 for P in the equation Step3. Solve the equation for n Ans. 56 years

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Formula for calculating compound interest:

where,

P = principal amount (initial investment) r = annual nominal interest rate (as a decimal) n = number of times the interest is compounded per year t = number of years A = amount after time t

Q3: An amount of $1500.00 is deposited in a bank paying an annual interest rate of 4.3%, compounded quarterly. Find the balance after 6 years.

Solution:

Step1. Write the formula

Step2. Insert P = 1500, r = 4.3/100 = 0.043, n = 4, and t = 6

Step3. Solve for A

A= 1500( 1+ 0.043/4)46=1938.84

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Student Reflection (Re-enforcement) Sheet: Q1. Consider the equation P=100(0.87) n that models the percent of

caffeine in your body n hours after consumption. Write this equation as an exponential function with as the base instead of 0.87. Q2. What does represent in this question? Q3. Rewrite the equation in Q2 with 2 as base instead of 1.0124.

(Ans. P= 29.6 2 n 5 6 ). Q4. The population of a swarm of insects can multiply fivefold in

four weeks. Let P o represent the population at t=0. Write an expression to represent the population after i) 5 weeks

ii) 7 weeks Ans) i) P=5 5 / 4 P o

ii) P=5 7 / 4 P o Have the students apply the formulas and steps above to the selected questions from the text which are discussed and also explained by the teacher in the class. Home-work: Students are assigned selected questions for home-work.

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Plan-4 Objective: Students will work on a mini project on exponential models

(growth or decay) . This will act as a wrap up to the lessons and as a review. Procedure: Students are divided into groups of four and they start working on their projects which is due next week. Computer lab is booked in

advance for the project which is due next week.

1. Project Assignment

Instructions

Think

of

one

real

situation

that

involves

exponential

growth

and

that

involves exponential decay. Project has to be in the form of a power-point presentation with one copy of printed version of it for the teacher. Your project should include the following:

1. Introduction - Briefly explain the situation. You may make up your own information, but make it realistic. Include the facts needed to write an equation. 2. 3. Equation Graph Model the situation with an exponential equation.

Make a graph of the exponential function. Be sure to label

what each axis represent and use an appropriate scale.

Note: Relevant hints and ideas will be provided by the teacher, if required. Project is to be submitted same day next week. Assessment: Projects will be considered for grades

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Plan-5: Objectives: Re-visiting the concept of geometric sequences Investigating the concept of geometric g eries in relation to

exponential functions Deriving the formula for the sum of a geometric series. Recognizing and be able to solve the real-life situations and problems where geometric series arise, in a sequential manner Procedure 1. Activating: Exploration sheet to investigate and conclude the

expression for the sum of finite geometric series. 2. Teacher-directed activity: Teacher explains the difference

between a finite and infinite geometric sequence and series and their sums. Selected questions from the text are explained board by the teacher and students take their notes. 3. Application and home-work: Students are assigned selected on

questions for home -work.

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1. Exploration Sheet : Complete the table and answer the questions on the next page

Considering r to be a real number, expand and si mplify

Answ ers

1.

(r-1) (r+1)

Example r 2 -1

2.

(r-1) (r 2 +r+1)

3.

(r-1) (r 3 +r 2 +r+1)

4.

(r-1) (r 4 +r 3 +r 2 +r+1)

If (r-1)(r+1) = r 2 -1

implies

1+r = (r 2 -1)/r-1

Find an expression for each of the follow ing : 1. 1+r+r 2 1+r+r 2 +r 3 1+r+r 2 +r 3 +r 4 1+r+r 2 +r 3 +..+r n a+ar+ar 2 +ar 3 +.+ar n where a is a real number

2.

3.

4.

5.

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Answer the following questions:

Q1. Write the expression for the following sums:

a) b)

1 + r + r 2 + r 3 + r 4 +..+ r n a + ar + ar 2 + ar 3 +..+ a n

Q2. Write the expression for a geometric sequence, sum of whose first n terms is represented by:

a) b)

1 + r + r 2 + r 3 + r 4 +..+ r n a + ar + ar 2 + ar 3 +..+ a n

Q3. If r represents the common ratio of the sequence

a, ar , ar 2 , ar 3 ,

fill in the blanks:

r= a 3 /a 2 = a 4 /_ = a 5 /_ = a 2 /_

Q4. For the following geometric sequences

a) b) state i) ii)

2, 4, 8 5, 1/2, 1/20

a, the first term of the sequence r, ratio for the geometric sequences

iii) S 1 0 , the sum of first 10 terms Q5. Can you find the sum of infinite number of terms of the

following geometric series: a) 2, 6, 18, 54, b) 1, 1/2, 1/4, 1/8,

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2. Teacher-directed activity: Teacher explains the difference

between a finite and infinite geometric sequence and series and their sums. Selected questions from the text are explained on board by the teacher and students take their notes.

3. Application

and

home-work:

Students

are

assigned

selected

questions for home -work.

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Plan-6 Objective Exponential the topic, Functions help Review Q uiz will and serve as a the wrap-up to

students their

recapture

relate

different prepare

concepts,

practise

problem-solving

skills,

and

for the Unit test.

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Exponential Functions Review Assignment 1. Sketch each of the following fun ctions and state its domain, range, intercepts and equation of asymptote: a) y=2 x -4 b) y=|3 x -1| c) y=2 2 - x d) y=-3.e 2 x

2.

Solve

a) 27 x =9 2 x - 1 b) 4 2 x -1=64 c) 3(5 x +1)=15 d) 8 1 / 4 (1/4) x / 2 =16 3 / 4 e) ( 5 256)/( 6 64)=2 x f) 27 x (9 2 x - 1 )=3 x + 4 g) 5 x - 1 =2.3 x

3.

The first three terms of a geometric sequence are -6, (5-x), 50/3, . Find all possible values of the 2 n d term.

4.

The sum of the 3 r d and 4 t h term of a geometric sequence is 36 and the sum of the fourth and 5 t h term is 108. Determine the geometric sequence.

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5. Solve the following problems: Investment a) Find the amount is of money in you will have after 10 6% years if

$15,000

invested

accounts

payin g

interest

compounded: 1. Annually 2. Quarterly 3. Monthly 4. Daily Population b) If the world population is about 6 billion people now and if the population grows continuously at an annual rate of 1.7%, what will the population be in 10 years? Radiology and Half-life c) In 2 minutes, a sample of Radium -221 decays to 6.25% of its original amount. Find its half -life. Oil Industry d) An oil well produces 25,000 barrels of oil during the first month of production. Suppose its production drops by 5% each month, dry. Business e) In 2008, the Pennrose Gazette , 20,000 the local newspaper The for estimate the total production before the well runs

Pennrose

County,

counted

readers.

publisher

predicts that its readership will contract by 10% each year. Use this information to answer the following questions : 1. Write a function describing the diminishing number of Pennrose Gazette readers. 2. Based on the function, predict the number of readers in 2015.

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Answers 1. a) Domain: R Range: (-4,) x intercept: -2 y intercept: -3 Asymptote: y=-4 b) Domain: R Range: (0,) x intercept: 0 y intercept: 0 no asymptote c) Domain: R Range: (0,) no x-intercept y-intercept: 4 Asymptote: x-axis or y=0 d) Domain: R Range: (-,0) no x-intercept y-intercept: -3 Asymptote: y=0 2. a) x=2 b) x=1.5055 approx c) x=0.86 approx d) x=-2.25 e) x=0.599 approx f) x=1 g) x=4.508

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3. a 2 =-10 or a 2 =10 4. The sequence is 1,3,9,27,. 5. a) 1) $26,862.72 2) $27, 210.28 3) $27,290.95 4) $27,330.43 b) 7.1 billion c) 30 seconds d) 500,000 barrels e) 1) y=20,000(.90) x 2) 9,565 people

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A ball dropped off a roof reaches a bounce height equal to one -half the height before the bounce (for example, a ball dropped from a height of 500 feet reaches a height of 250 feet after the first bounce).

Determine whether the data in each table represents a linear function or an exponential function. Explain your answer. 1.

x 0 1 2 3 4 5 2.

Y 2 8 32 128 512

x 0 1 2 3 4 5

Y 7 13 19 25 31 37