Secondary Lesson Plan: Scatter Plots and Exponents

Made by Karly Sachs

March 11 and 12 2015
Name of class: Algebra II
Length of class: 90 Minute Block
LEARNING GOALS to be addressed in this lesson (What standards or umbrella
learning goals will I address?):
Construct and compare linear, quadratic, and exponential models and solve
problems.
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). (F-LE.2.)
Observe using graphs and tables that a quantity increasing exponentially
eventually exceeds a quantity increasing linearly, quadratically, or (more
generally) as a polynomial function. (F-LE.3.)
LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy):
Students will graph an exponential function and determine the equation of an
exponential function given two points on a graph.
Students will Identify an exponential function from the table it generates and use
the table to create a closed form or recursive definition of the function.
Students will extend the laws of exponents to include all real number exponents
and express the laws as function equations.
Students will evaluate the inverse of the function y=b^x either exactly or
approximately.
Students will define the term correlation.
Students will determine the line of best fit of a data set by using the TI Inspire.
Students will predict different situational outcomes by using a line of best fit.
Student Friendly Statements:
I can graph an exponential function and determine the equation of an
exponential function given two points on a graph.

I can Identify an exponential function from the table it generates and use the
table to create a closed form or recursive definition of the function.
I can extend the laws of exponents to include all real number exponents and
express the laws as function equations.
I can evaluate the inverse of the function y=b^x either exactly or approximately.
I can define the term correlation.
I can determine the line of best fit of a data set by using the TI Inspire.
I can predict different situational outcomes by using a line of best fit.
CONTENT (What specific concepts,
facts, or vocabulary words will I be
teaching in this lesson?):
Vocabulary:
Exponential Function
Growth
Decay
Constant Ratio
Correlation

SKILLS: (What skills will students acquire or

practice?)
Students will reason by continuity to
extend the definition of exponents to
include all real numbers.
Students will visualize exponential growth
by examining graphs and tables of
exponential functions.
Students will draw logical conclusions from
the laws of exponents and properties of
exponential functions to solve problems
and prove conjectures.

RESOURCES/MATERIALS NEEDED (What materials and resources will I need?):

Handouts for the Students:
Calculator Steps handout
Guided Discovery Activity packet
Handouts for the Elmo:
Goals handout
Practice Data handout
Answer Packet handout
Correlation Notes notes page

Other Materials:
TI Inspire
Pencil
Colored Pencils
Composition Notebook
LEARNING PLAN (How will you organize student learning in this lesson?
ACTIVATE (How will I pre-assess my students understanding, activate their prior
knowledge, or get them excited about my lesson?)
Think, Pair, Share: Think, pair, share to the question
Describe a data set that would follow the general trend of exponential growth.
Describe a data set that would follow the general trend of exponential decay.
First think to yourself and jot down some notes on the yellow sticky note in front of
you. After three minutes or so, pair with your shoulder partner and discuss. Write
down what you talked about on the pink post it in front of you. After three
minutes, face forward and be ready to share your answers with the class.
ACQUIRE & APPLY (What instructional strategies will I choose to help my students
acquire and apply the knowledge, skills, attitudes, and behaviors outlined
above?
Correlations Lesson:

Explain what a correlation is

Generally explain how it can be(show what it looks like)
o Positive
o Negative
o Neither
Generally explain how it can be(show what it looks like)
o Strong (r = 0.7 or greater)
o Weak (r= 0.3 or less)
o Medium (0.3-0.7)
But how do you know if the data has a relationship? This is where technology
comes into play
o It gives students something to visualize. Now the numbers in the table
are not just numbers, but a part of something bigger
Take out your calculator and
o Press New Document and click add lists and spreadsheets. This should
be choice 4
o Now type in the data for the data set 1

Make sure to title each column (you can just type in xxx and yyy if
you want to shorten it)
o Now we want a new page so click control I to insert a new page
o Now click choice 5 which is called add data and statistics
o You will see a bunch of points all in a mess. To get them straightened out
either
Use your curser to click the x and y axis or just press tab to get to
where you want to go
Click the corresponding titles
o Now a graph will appeardo you see a correlation?
o Now lets find a line of best fit
To do so click menu, analyze, regression
Choose the type of regression you think best fits the data
o Data 1 will be linear
A line of best fit will appear!!
o Now lets find out how strong our correlation is
Insert a new page (Control I)
Click option 1 (calculator page)
Press menu, statistics, stat calculations
Pick the same regression type you did earlier
Rewrite the corresponding titles with the list rows and then tab
your way down to ok
A list of information will appear
What does r equal? This shows how strong your correlation is
o We can also find out information for points that are not clearly exhibited
in the data set
o To do so
Define your function
Press menu, actions, define
o You can also just type in the word define
Now write your function exactly how it is shown in the page
prior. Make sure to put f (x)=###### and then click enter
Now you can solve for x and y by either typing
o f (#)
o Or solve (# = f (x),x)
How easy was that!
Now do the in class activity
Now explain why this lesson with technology is beneficial
o This is the Close of the lesson
o We will discuss the overall understandings of the activity as well as
discuss how technology was beneficial for the lesson to occur.

ASSESSMENT (How will asses student understanding?):

Informal Assessment:
1. Homework Check
2. Thumbs up, Thumbs down: Ask the students if this is what they got? Do they
understand the material so far? And so forth.
3. Walk around the room and see if the students are understanding the material
4. Students will turn in the Activitythis will allow me to see if students are
understanding the general concepts of the lesson
5. Close:
321 (talking version):
3: With your shoulder partner talk about the 3 types of correlations we discussed
today.
2: With you vertical partner discuss 2 reasons why analyzing exponential data is
important in every day life.
1. On the sticky note in front of you write down 1 concept you are still confused
about. (Place this sticky on the door when you leave the room)
Homework: None! Have a fabulous Spring Break!
LESSON PLAN SEQUENCE & PACING (How will I organize this lesson? How much
time will each part of the lesson take?)
1. Homework Check
2. Go over Homework?
3. Think, Pair, ShareActivation
4. Correlation Lesson
5. Correlation Example Problem

6. Correlation Activity
7. 321Close

Goals for the Day:

I can graph an exponential function and
determine the equation of an exponential
function given two (or more) points on a
graph.
I can identify an exponential function from
the table it generates and use the table to
create a closed form or recursive definition
of the function.
I can define the term correlation.
I can determine the line of best fit of a data
set by using the TI Inspire.
I can predict different situation outcomes
by using a line of best fit.

Think, Pair, Share (Launch)

Think: Describe a real life situation that would
a) Have a data set that would follow the
general trend of exponential growth.
b) Have a data set that would follow the
general trend of exponential decay.
Jot down some notes on the yellow sticky note
in front of you.
Pair: Pair up with your shoulder partner and
discuss.
Jot down some notes on the pink sticky note in
front of you
Share: Face forward and be ready to share your
responses with the class.

Detailed Calculator steps

Take out your calculator and

o Press New Document and click add lists and spreadsheets. This
should be choice 4
o Now type in the data for the data set 1
Make sure to title each column (you can just type in xxx and yyy
if you want to shorten it)
o Now we want a new page so click control I to insert a new page
o Now click choice 5 which is called add data and statistics
o You will see a bunch of points all in a mess. To get them straightened
out either
Use your curser to click the x and y axis or just press tab to get to
where you want them to go
Click the corresponding titles
o Now a graph will appeardo you see a correlation?
o Now lets find a line of best fit
To do so click menu, analyze, regression
Choose the type of regression you think best fits the data
Data 1 will be linear
A line of best fit will appear!!
o Now lets find out how strong our correlation is
Insert a new page (Control I)
Click option 1 (calculator page)
Press menu, statistics, stat calculations
Pick the same regression type you did earlier
Rewrite the corresponding titles with the list rows and then tab
your way down to ok
A list of information will appear
What does r equal? This shows how strong your correlation
is
o We can also find out information for points that are not clearly
exhibited in the data set
o To do so
Define your function
Press menu, actions, define
o You can also just type in the word define
Now write your function exactly how it is shown in the
page prior. Make sure to put f (x)=__________ and then
click enter
Now you can solve for x and y by either typing
o f(#)
o Or solve (# = f (x), x)
How easy was that!

Name: ___________________________
Block: ____________________________

Correlations Discovery Activity:

Directions: Solve the following problems using the detailed
calculator steps as well as your TI Inspire. Please work in
groups of 2 or 3.
The Data: The data below shows the cooling temperatures of a
freshly brewed cup of coffee after it is poured from the brewing pot
into a serving cup. The brewing pot temperature is approximately
180 F.

The Task:
1. Type the data into your Calculator
2. Make a scatter plot of the data.
Sketch it below.

3. Determine an exponential regression model equation to represent

this data.
Equation: _________________________________________________________
4. Is this equation a good fit for the data? Why or why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. Based upon the exponential regression model, what was the initial
temperature of the coffee? How did you figure this out?
Initial Temperature of the Coffee: __________________________________
I found this by
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
6. When is the coffee at a temperature of 106 degrees? Write down
the steps you took to find this answer.

Answer: ___________________________

7. What is the predicted temperature of the coffee after 1 hour?

Write down the steps you took to find this answer.

Answer:___________________________
8. Real Life: In 1992, a woman sued McDonald's for serving coffee at
a temperature of 180 that caused her to be severely burned when
the coffee spilled. An expert witness at the trial testified that liquids at
180 would cause a full thickness burn to human skin in two to seven
seconds. It was stated that had the coffee been served at 155, the
liquid would have cooled and avoided the serious
burns. The woman was awarded over 2.7 million dollars.
As a result of this famous case, many restaurants now serve coffee at
a temperature around 155. How long should restaurants wait (after
pouring the coffee from the pot) before serving coffee, to ensure
that the coffee is no hotter than 155?
Show your work in the space provided. If you need more room, work
on the back of this page.

Wait Time: _____________________________

In Class Example for the Elmo:

Years
1986

Number of cell phone users

498

1987

872

1988

1527

1989

2672

1990

4677

1991

8186

1992

14325

1993

25069

1994

43871

321
3: With your shoulder partner talk about
the 3 types of correlations we discussed
today.
2: With you vertical partner discuss 2
reasons why analyzing exponential
data is important in every day life.
1. On the sticky note in front of you write
down 1 concept you are still confused
about. (Place this sticky on the door
when you leave the room)