Example



Unit #7 Exponential and Logarithmic Functions Lesson #6Name Ann R. HamiltonCONTEXT INFORMATIONGradeSecondary Education: 10-12 grade depending on when they took algebra I and geometrySubject(s)Algebra II, average ability.Lesson TitleSection 7-4: Properties of logarithmsTime 2 days, 50 minutes each dayLEARNING OUTCOMESStandardsAII.EL.5: Know that the inverse of an exponential function is a logarithmic function. Represent exponential and logarithmic functions using graphing technology and describe their inverse relationship.AII.EL.6: Use the laws of exponents to derive the laws of logarithms. Use the laws of logarithms and the inverse relationship between exponential functions and logarithms to evaluate expressions and solve equations in one variable.PC.EL.1: Use the definition of logarithms to convert logarithms from one base to another and prove simple laws of logarithms.PC.EL.2: Use the laws of logarithms to simplify logarithmic expressions and find their approximate values.GoalsLearning ObjectivesStudents will be able to translate between logarithms in any base.Students will be able to recognize inverse of logarithms and exponential functions.Students will be able to use properties of logarithms to simplify logarithmic expressions.Students will understand how to apply the product property of logarithmsStudents will understand how to apply the quotient property of logarithmStudents will understand how to apply the power property of logarithms Essential ContentMaterialsTextbook: Holt Algebra II, scientific calculatorPROCEDURESBreak the individual lesson into instructional activities. In bold text, give each activity a brief title and identify the time needed. Beneath each title, outline the anticipated activity. Describe the learning space and resources needed for each part of the lesson. Include transitions between activities and activity directions. Insert rows as needed.Set(≤ 1 min)Did you know that Seismologists use the properties of logarithms to calculate the energy released by an earthquake?Hook(3-5 min)Have students create a list of mathematical properties they have used in the past. (Associative, distributive, etc.) Ask students “How are these properties helpful?” Discuss possibilities about how properties make problems easier to solve. Explain that properties of logarithms are helpful in the same way too.LearningActivityDay 1LearningActivityDay 2ExampleChange of Base fomulaOne dilemma is that your calculator only has logarithms for two bases on it. Base 10 (log) and base e (ln). What is to happen if you want to know the logarithm for some other base? Are you out of luck? No. There is a change of base formula for converting between different bases. To find the log base a, where a is presumably some number other than 10 or?e, otherwise you would just use the calculator,loga?x = logb?x logb?a Example: log3?7 = log 7 log 3 ExtensionHomework: Day 1: p516: 1-14 even, 20-30 even, 37-39, 40-46 even, 65, 66-68, 81-84 even; Day 2: p516: 15-19 odd, 32, 34, 35, 36, 47-50, 55, 56, 57-64 even, 69-79 odd, 89-95 oddSUPPORTING MATERIALSHolt Algebra II Textbook: CITATION Bur11 \l 1033 (Burger, et al., 2011)Retrieved from Curriki: CITATION San142 \l 1033 (San Diego Area Knowledge Exchange for Developmental Math) Examples retrieved from unidentified online textbook: CITATION Sec14 \l 1033 (Section 12.3.pdf)Examples retrieved from online source: CITATION Pro14 \l 1033 (Properties of Logarithms and Change of Base Theorem)Bibliography BIBLIOGRAPHY \l 1033 Burger, E. B., Chard, D. J., Hall, E. J., Kennedy, P. A., Leinwand, S. J., Renfro, F. L., et al. (2011). Indiana Teacher's Edition Holt Algebra II. Orlando, FL: Holt, Rinehart and Winston.Properties of Logarithms and Change of Base Theorem. (n.d.). Retrieved October 28, 2014, from ncmissouri.edu: Diego Area Knowledge Exchange for Developmental Math. (n.d.). Lesson 32: Properties of Logarithms. Retrieved October 25, 2014, from Curriki: 12.3.pdf. (n.d.). Retrieved October 28, 2014, from MHEducation: Criteria: Lesson Plan (Secondary Education) NameAnn R. HamiltonScoring Key4 = A = “excellent”2.5 = D = “needs revision”3 = C = “satisfactory”1.5 = F = “unacceptable” Contextidentifying information provided1.52.533.54Standardswell-formatted list; indicators are highly-relevant to the topicGoalsone goal of understanding and one skill goal, appropriately written; central to the topic1.52.533.54Essential Contentprofile comprehensively what the content items appropriate for topic and procedures1.52.533.54Behavioral Objectivesdefine the intended learning outcomes with appropriate precision1.52.533.54specify valid behavioral evidence; specify appropriate conditions (setting, materials)1.52.533.54Setwritten clearly, as a statement of purpose; focuses attention on a central idea(s)1.52.533.54Hookwell-defined to spark interest in topic and focus attention on central idea(s)1.52.533.54Learning Activityeasily-read; sufficient descriptive detail to comprehend fully the intended action1.52.533.54reflect directly the priority order of instructional goals1.52.533.54well-defined/developed for building students’ understanding/proficiency1.52.533.541.52.533.54Learning Activityeasily-read; sufficient descriptive detail to comprehend fully the intended action1.52.533.54reflect directly the priority order of instructional goals1.52.533.54well-defined/developed for building students’ understanding/proficiency1.52.533.541.52.533.54Closewell-defined strategy to reinforce the lesson’s goal and objectives1.52.533.54Extensionwell-defined activity for applying/extending/enriching understanding1.52.533.54Materialsidentified; user-friendly; align well with objectives1.52.533.54match well demands of understanding/proficiency1.52.533.54COMMENTSPoints(out of 80) ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download