TPA-Referenced Lesson Plan v2

Teacher Candidate Name: Hannah Hasz

Grade & Subject Area: Algebra 1
Date for Planned Lesson: Monday - Beginning of Tuesday

*Examples are given in the right hand column. When submitting

your lesson plan, you may either replace the given examples or
leave them intact.
LessonTitle Real World Exponents

MN/CCStateStandard(s) CCSS.MATH.CONTENT.HSF.IF.C.7
- direct quote from MN standards Graph functions expressed symbolically and show key features of
documents the graph, by hand in simple cases and using technology for more
- if only focusing on one part of a complicated cases.
given standard, underline the part
being focused upon CCSS.MATH.CONTENT.HSF.IF.C.7.E
Graph exponential and logarithmic functions, showing intercepts
and end behavior, and trigonometric functions, showing period,
midline, and amplitude.

CCSS.MATH.CONTENT.HSF.IF.C.8.B
Use the properties of exponents to interpret expressions for
exponential functions. For example, identify percent rate of change
in functions such as y = (1.02), y = (0.97), y = (1.01)12, y =
(1.2)/10, and classify them as representing exponential growth or
decay.

CCSS.MATH.CONTENT.HSF.LE.A.2
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).

CentralFocus Write and solve expressions and equations for real-world exponential
- derived from standard, settings (e.g., population growth)
- communicates general goal

LearningTargetforthis
Lesson Develop skills and knowledge to understand growth and decay
- concisely says what students will functions, and understand what a and b represent. Students should
be able to know and do be able to graph and write exponential functions from various
- start with appropriate language representations
function (active verb)
 AcademicLanguage(AL) a. Exponential growth, exponential decay, exponential equations,
a. Domain-specific Acad rate, percentage, function, graph, parent function
vocabulary
b. General Academic vocabulary b. Population, increase, decrease, predict, represent
(words used in school across
c. The difference between exponential growth and decay is that
many subject areas)
c. Syntax Sentence Frame: growth occurs when b is greater than 1 and decay occurs when b is
Example sentence that between 0 and 1.
students can use to d. In the In class practice part of the lesson, students will be asked to
accomplish target share and explain work to a partner using the following words:
d. Point in lesson where students growth, decay, function, and y-intercept.
will be given opportunity to
use Academic Vocabulary
(Note: It
is important that this appear in
TPA videotape segments
Needed Abby: Have partner read to her the in class practice problems.
modifications/supports Teacher reads exit slip out loud to her and parents will help read
a. Identify how some form of homework to her.
additional support will be Dillion: Does homework and exit slip in resource class where he can
provided for some aspect of get extra support and more time.
the lesson for given student(s) Paul: Have para help him read and write
- visual, graphic, interactive Samir: Allow him to complete the assignment in a completely
- reduced text, rewritten text, fill-in different manner (orally, written in his native tongue then translated,
the blank notes, word banks etc.) and Partner him up with another expert student for modeling
- graphic organizers, sentence
and guidance.
frames
Juanita: Give extra time to do homework in class so she has time to
help her parents at home
Daniella: Give sheet of vocab for her to take home to practice
Luke: Give work for the week for him to do. If/when he finishes he
can work on other subjects.

Resources&materials Note handouts, In class practice worksheet, homework worksheet,

needed Exit slip, Teacher notes for hook activity, vocab sheet for students
who need them, extra pencils, marker board, markers and ipads

LessonPart Activity description / teacher does Students do

Phase1 a) The learning target will be written on the a) Listen to teacher
StateTarget&Activate board before hand by me, and to start the read learning target
PriorKnowledge lesson (before the hook activity), i will read it and write it down in
a) Post the learning target to the class and tell them to keep it in mind notes
statement and indicate as we go through the lesson
whether the teacher or b) Using students prior
student(s) will read it aloud knowledge about how to
graph functions using
 b) Engage students in activity b) To engage students prior knowledge of data points listed in a
to elicit / build prior how to graph functions, I will give them 2 table, students will be
background knowledge given two exponential
functions to graph and work through them functions with different b
together graphing them on the board. values to graph. The goal
of the activity is to get
students to see patterns
from the table to the
graph of the function and
what the b value does to
the function.
Phase 1 Assessment Mentally note how many students Participate in activity
Explain the plan to capture participate and analyze how the discussion
data from this phase of the goes to see if students fully understand the
lesson process of graphing functions.

Phase2TeacherInput/ After beginning activity I will hand out notes Students will take
Inquiry to the students. For the next 10 to 20 notes and answer
- Explain procedures minutes we will go over notes and any assessment
- Demonstration the task questions they might have. questions as well as
- Teacher think aloud Notes will begin and talk about the form of ask any questions
an exponential function and what each that may arise
component contributes to the graph of the
function. Next we will go over how to use
graphs, tables and coordinate points to write
and represent exponential equation.
Lastly we will go over a different version of
an exponential equation e.i. A(t)= a(1+/- r)^t
Phase 2 Assessment Throught the note taking time I will stop and Students will answer
Explain the plan to check for use Socrative to ask students simple Socrative questions
understanding of steps / questions to make sure they are paying on ipads and
procedures demonstrated attention. Questions such as: What does a participate the best
in this phase b=.5 do to the values function? What does they can during note
the a value give you on a graph? taking
Phase3GuidedPractice After notes, students will be given a Students will
- Paired/collaborative work worksheet to complete on their own at first complete an in class
- Teacher(s) may roam & and then with their elbow partner. I will be practice sheet by
assist walking around helping students who need themselves for the
it, listening to see if students have first 5-6 minutes then
understood my instruction, and reteaching talk it over with their
to students who hasnt grasped the concept elbow partner. If they
yet. If a lot of students are having trouble still have questions
with a certain concept then i will reteach to then they will ask the
the whole class. teacher.
Phase 3 Assessment Walk around and make note of overheard
Explain the plan to check for misconceptions. Address misconceptions
ability to apply individually or as a whole class if needed.
 demonstrated
steps/procedures during
guided practice

Phase4Independent After group work, students will be given Complete brochure in

practice some in class time to create a brochure the perspective that
- Individual student work about everything someone needs to know whomever is reading,
about exponential functions. Students will has no knowledge of
include: Parts of the equation, tips on how the topic and wants to
to graph, different representations, and know everything.
examples. What they dont get done in
class will be homework
Phase 4 Assessment At the beginning of the next class i will have the Write up summary
Explain plan to check for students write a short paragraph summary to paragraph to be
ability to apply hand in on what is on their brochure and why handed in. Pair up
demonstrated and questions they still have. (Students will be and read over
steps/procedures during keeping their brochures to use to aid them in partners brochure.
independent practice homework and other work). Students will then Discuss similarities
exchange their brochures with a partner, read and differences with
through it and then discuss similarities and
partner and fill out
differences of the two. They will then complete
venn diagram
a venn diagram representing the two of them.
Partners will then present and talk about venn
representing the two
diagram to the class of them. Partners will
present and talk
about venn diagram
to the class.
Phase5Restatement& Students will raise 1 to 3 fingers in the air to Students will assess
Closure a) Restate indicate how solid their understanding is their level of mastery
learning target from 3 (I could explain this to someone else) of the learning target
b) Explain a planned to 1 (I want would want it explained to me
opportunity for students again before explaining it to someone else)
to self-assess their
perceived level of Introduce Big Debate project that overlaps
mastery for the target. science, math, and social studies. I will
explain that over the next couple days the
techniques we use to learn about
exponential functions will be what they use
for artifacts and arguments in the debate.

Phase6SummativeNext Make note of what number students used to

Steps self assess their understanding and either
Attach a class roster (first individually meet with students who still
names only) with space need help or address the whole class
to indicate for each
 student the needed next
steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016

Hannah, I see you have written a unit plan on real world exponents relating to population growth. Thank
you for that. I notice strong evidence of differentiation and formative assessment. However, I do not notice
strong evidence of three reading strategies. I would encourage you to review strategies listed in A,P,G
Chapters 7 and 8, to find specific strategies that could be used to introduce vocabulary, show
relationships between content vocabulary, etc, and add them into your unit plan. Please make these
changes in advance of our conversation on Wednesday or Thursday, and email me when you are done.

*Updated* Hannah, I see you have written a unit plan on real world exponents relating to population
growth. Thank you. I notice significant revisions based off the first round of feedback. In addition, I notice
evidence of reading/writing strategies that are appropriate for the activity. This unit plan fulfills all
requirements of the assignment. No revisions necessary.