Fractional Growth Factors

Early Field Experience Lesson Plan Fractional gain Factor CMP Math eighth Grade Ms. Tanisha Wilson Fifer Middle School Tanisha Wilson MTSC 403 worsening 2011 CONTEXTUAL FACTORS disciple Characteristics on that oral sex 28 schoolchilds and they be in 8th grade CMP math straighten out. There ar some students in this atomic good turn 18 inclusion so on that point be two t all(prenominal)ers in the setroom. There is a regular maths education t to each oneer, and in that location is a special aid teacher. The students in this divide prolong to take two mathematics classes each day, a CMT course and a prep course which give help them score high on their DCAS scores.They be from diverse nationality backgrounds and they see to it English well. There is one student in the class who has a wheel chair and the desk is arranged for him to sit comfortably by the door. boilersuit the students in this class atomic number 18 well behaved and eager to learn mathematics. pigeo nholing Patterns Students seats ar arranged in conclaves of four. Students allow work in sort outs of four and a class as a firm go forth wholly. Prerequisite K todayledge Students should already be up to(p) to identify the ontogeny grammatical constituent in the enigma with reasoning, the y- intercept, and what everything identification number in the equating personify.Students argon excessively anticipate to receipt what exponential function function result mean and are up to(p) to graph and mover with exponential gain with whole numbers. Instructional Materials Smart advance, intelligent responders, paper, pencil LEARNING GOALS numeric contendledge Goals Students ordain build on their goledge of exponential festering. Students ordain turn over intimately exponential harvest- judgment of conviction with the fractional (or decimal) ontogenesis divisors and know when it is take into account to round the number to the nighest decimal place and why . Students pull up stakesing know how to find the fractional exponential result victimization the reflection P= a (b)x. NCTM Content StandardsGrades 6-8 Algebra * Identify functions as unidimensional or non elongated and contrast their properties from t adequate to(p)s, graphs, or equations. * Model and realize contextualized problems use divers(a) representations such as graphs, instrument panels and equations. Delaware Standards Math GLE Standard 2 Algebraic cogitate * Compare the rates of change in instrument panels and graphs and classify them as linear or nonlinear. * Use tables, graphs and symbolic reasoning to identify functions as linear or nonlinear. DIRECT Diversity- there bequeath be different shipway to exonerate the problems so students would be given some(prenominal) ways to exercise and choose which method fits best.Interpersonal Communications- students allow for follow a method that the teacher in the class uses which is called Think, pair, share. Students would think almost their retort, pair up with their aggroup members to discuss what each other(a) got, and indeedce share their issue with the whole class. Reflection- students would reflect on what is going on in the class by exit tease at the end of the lesson. Students go away also meet extra practice by doing a homework assignment. Effect article of faith and assessment Strategies- students would be asked capitulums leading to them figuring out the formula.At the end of the lesson there would be exit cards to assess what the students have learned in nowadayss lesson. Content and Pedagogical Knowledge- this is care a round lesson. Students already have prerequisite knowledge on the same material. The simply unlikeness with this lesson is that the growth meanss for the problems we pass on be work on today are fractional. Technology- students would use smart responders in the beginning of the lesson to determine if their services were even out or non. We impart also be using the smart board to see the problems requiremented in order to keep the lessons going. Mathematical advancement StrandsUnderstanding mathematics- students result be asked multiple questions found finish of the problems they have done in previous lessons and the lessons we are doing today so I could know if the students are mind the mathematics we are cover version the in class. Applying concepts to solve problems- students would be given two solve problems and asked how they came up with their answer with explanations of how they got the answer. Reasoning logically- students would be given a real bearing situation as a solve problem and the answer they ejaculate up with have to logically fit the situation given in the story.Engaging- students will be engaging with each other to discuss their thoughts of the solve problems by doing the think, pair, share. Assessment Plan In the previous investigation, we studied exponential growth of plants, mold, and a snake macrocosm. In the growth factor and the call for-go value, we could make portendions. The growth factors in these examples were whole numbers. In this investigation, we will teach examples of exponential growth with fractional growth factors. Students will have an understanding on how to find the exponential growth of a hunt universe of discourse with fractional growth factors.Examples will be shown that students understand the lesson by using the growth factor table, being able to determine what is the growth factor and when is it leave to round it up to if necessary and students will be able to connect the chart and table to a formula for the exponential growth rate. Pre- Assessment Students will be given a chart that looks like the previous charts we have went over. The difference with this chart is that the growth factor is non a whole number. Students will have to find the equation based off of the chart. They would shake off their answer into the smart res ponder.Once everyones answers are work out into the smart responder, we will receive a percentage of how many students got the invent answer in the class. We will then discuss why that is the sort answer. Additional Assessment 1 Students would be given a problem on the smart board with a table which will represent the exponential growth of coneys. Ask students the following questions 1. What is the growth factor? formulate how you found your answer. 2. Assume this growth pattern continued. Write an equation for the lapin commonwealth p for any socio-economic class n aft(prenominal)wardswards the rabbits are first counted. inform what the numbers in your equation represent. 3.How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one one million million million? Do not give students the answers. provoke students come up with the answers on their own, then they could disc uss with a classmate, then the whole class would discuss the set up answer and why. While students are working in groups, the teacher would be walking most and smell at students notes to see their understanding. If you see that there is more than one approach to the answer, then call on the different students with the different approaches so there could be variety.Post Assessment The class would sum up what we did in todays lesson by answering the exit cards with a question similar to the one we did in class. Students must answer the question in details. The teacher will explain to the students that the main point of the lesson today is to recognize that the growth factor may not eternally be a whole number. By the end of this lesson, students should be able to solve a problem dealing with exponential growth with the growth factor not being a whole number. OPENING 5 Minutes800-815 Rationale Students will be shown a chart on the smart board and will be asked to find the growth f actor and the equation for the table. Since the students are already familiar with exponential growth using whole numbers, I indispensability students to see that not all exponential growth would have a whole number as the growth factor. The opening activity is a reflection on the same type of formula they have been working on, the only difference is that the growth factor would not be a whole number.Students would focussing on the growth factor and being able to put it into an equation which will support the table. Students will be assessed by using the smart responders. The smart responders will allow the teacher to know the percentage of students who got the correct answer onward beginning the lesson. Materials Smart board, smart responder, pencil, and paper natural action Description When the students first walk into the classroom, they will be asked to grab a smart responder. (The smart responder allows the teacher to see the percentage of how many students got the correct answer).Based off of the results on the smart responder I will have a short discussion of what is the growth factor, the y-intercept, and why all most-valuable(p) to know those numbers in order to create a formula. The table is as followed X 0 1 2 3 Y 30 57 108 206 Differentiate Instruction One student from each group will get up to get the smart responders for their group and return them when we are done. Students will be able to do this because there is a student in the classroom with a disability he is in a wheelchair so I do not want him to feel left out in any way.Therefore, each group will have to go through the same procedure. Another place instruction we will do is go over the correct answer into details because there are some students in the class who are inclusion. I do not want to move too strong with the class as a whole so I will continue to review the material and monitor ALL students understanding of the lesson before moving on. What is the growth factor in this table? Possible Student Responses Possible teacher Follow-ups 1. 9 Did everyone get that answer? No. What did you get as the growth factor? At first I got1. then I divided the next two ensuant numbers which is 108/ 57 and I got 1. 894736834, so the growth factor is not the same with each number. Did anyone else get that? Yes Well Im happy you pointed that out. What is the difference amongst this table and the previous tables we have been doing these past few weeks? The growth factor is not the same for every event is not the same consume number What is different intimately the numbers though? They are a decimal and not whole numbers. Ok. Good point. Is 1. 894736 close to 1. 9? Yes When you divide 206 and 108, what is your issuing? 1. 907407 Is that close to 1. 9? Yes So what could you tell me about this growth factor now? That the outcomes are very close to each other but they are not the circumstantial same So imagination if you cute to round your growth facto r to the near whole number, put the number 2 into your formula, what are your results? 30*2= 6060*2= 120120*2= 240 Are your results accurate compared to what we need on our table? No. why is that? Because when you keep multiplying by 2 instead of 1. 9 the result grows bigger and bigger and it does not match what we need. What do you suggest we do if we wanted to put these numbers into an equation that will have the closest likely outcome? Round it to 1. 9? Why 1. 9? Because what was the first exact outcome and when we divined the next consecutive numbers, they are close to 1. 9 Ok great job. So when this happens we will round up to the nigh outcome and in this case it is 1. 9 BODY 1 30 MinutesTime 815- 845 Rationale The purpose of this activity is for students to have a visual with a story of rabbits reproducing and is able to form an equation with the table given to them.This activity will build on the students knowledge of exponential growth and at the same time introduc ing with fractional growth factors. It is important for students to understand that the growth factor will not always be a whole number and what they should do when they face this problem. This activity develops the acquire goal of students being able to think about fractional growth factor and why should they round it to the nearest decimal place instead of the whole number. Materials Graphic Calculator, pencil, paper, smart board performance DescriptionStudents will be sitting in groups of four. During this activity, students will do a think, pair, share for every question asked to them before discussing it with the class as a whole. Think, pair, share is a way for students to actually hold about their answer and why do they think that will be the correct answer they should also be taking down notes at this point. PAIR is when they talk amongst their partners and share what they came up with and then compare answers. If anyone answer is different, then they will discuss why are their answers different.SHARE is when the whole class has a discussion about all of the possible answers and come to an transcription and understanding of the correct answer. Students will be assessed while doing think, pair, and share. The teacher would be walking around the class taking notes about the students understanding and mentioning anything that stands out or may be confusing about the lesson to the class. This will just be personal notes for the teacher to know the student understands of the lesson. The activity will begin with the did you know which will be shown on the smart board.Did you know? In 1859, a small number of rabbits were introduced to Australia by English settlers. The rabbits had no natural predators in Australia, so they reproduced rapidly and became a serious problem, eating grasses intended for sheep and cattle. In the mid-1990s, there were more than ccc million rabbits in Australia. The damage they caused cost Australian agriculture $600 million per year. There have been many attempts to curb Australias rabbit population. In 1995, a deadly rabbit disease was deliberately spread, reducing the rabbit population by about half.However, because rabbits are developing immunity to the disease, the make of this measure may not last. Students will think about the did you know problem and then a table will be shown on the board based off of the problem. If biologists had counted the rabbits in Australia in the years after they were introduced, they might have collected data like these harvest-feast of Rabbit Population Time (yr) Population 0 100 1 clxxx 2 325 3 583 4 1,050 Students would be asked the following questions followed by a mini class discussion for each question. 1. What is the growth factor?Explain how you found your answer. 2. Assume this growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. Explain what the numbers in your equation represent. 3. How m any rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Differentiate Instruction There are some students in this class who are inclusion which mean that they need extra help with understand the concept of the material.There is an inclusion math teacher in the classroom as well but her attention is strictly for those students. The activity has question and answers so that way everyone in the class could go into in lesson and contribute their understandings. Students will also have to think about the answer on their own at first before working in pairs which will be helpful for the teacher who is walking around to see the students understanding individually. The inclusion students will also receive peer help along with teacher sponsoring. What is the growth factor of rabbits reproducing represented by this table?Possible Student Responses Possible Teacher Follow-ups 1. 8 Why 1. 8? Because divided the first two consecutive numbers which is one hundred eighty/100= 1. 8 so every year the rabbits times itself to 1. 8 So did you get 1. 8 every time you divide the consecutive numbers? No, when I divided 325 by 180 I got 1. 805555556, when I divided 583 by 325 I got 1. 793846, and when I divided 1,050 by 583, I got 1. 801029. They were all close to 1. 8 so I rounded it up like what we did for the warm up. Great job, my only question is why did we round it up by 1. 8 and not 2? Because we are dealing with fractional growth factors even though these are decimals. But what if you didnt know you was dealing with fractional growth factors and you had to solve this problem, why wouldnt you round your growth factor up to the nearest whole number? Because if I rounded my growth factor up to the nearest whole number then the result for the growth get for populations of rabbits of the next year would not be around the number given. I dont really understand what you mean may you enthrall demonstrate to the class using your calculator? The student would demonstrate to the class using his/ her calculator yr 1100*2=200not close to 180 Year 2200*2=400not close to 325 Year 3400*2=800not close to 583 Year 4800*2=1600not close to 1050 So why do we round to the nearest appropriate decimal? Possible Student Responses Possible Teacher Follow-ups Because if we were to round it to the nearest whole number, then the growth factor will not be close to the next years population rate. Correct. What is the equation used for this growth factor? 100(1. 8x) Why? Growth factor is 1. 8 and we raise that by time which is x Ok great job. CLOSINGTime 2 minutes Learning Goal(s) Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponentia l growth using the formula P= a (b)x. Review Based off of what we learned today students will be able to draw connections from the previous lessons with exponential growth factors and now know how to find the exponential growth with the growth factor not being a whole number.Students are to state why they are rounding up the number to the nearest decimal (if needed). Students will have to answer the Exit Cards before leaving the class. 1. Why isnt the growth factor of exponential growth always a whole number? 2. If you were to round up your decimal or fraction to the nearest whole number and put it into the equation P= a(b)x, what will your outcome be and explain why. Students would be assessed on their understanding of todays lesson and making sure that they meet the learning goals thinking mathematically. Follow-up ActivitiesStudents will be assigned a homework assignment. 1. In parts of the unite States, wolves are being reintroduced to wilderness areas where they had become ex tinct. Suppose 20 wolves are released in northern Michigan, and the yearly growth factor for this population is expected to be 1. 2. a. Make a table showing the projected number of wolves at the end of each of the first 6 years. b. Write an equation that models the growth of the eat population. c. How long will it take for the new wolf population to exceed 100? 2. a. The table shows that the elk population in a state forest is growing exponentially.What is the growth factor? Explain. Growth of Elk Population Time (year) Population 0 30 1 57 2 108 3 206 4 391 5 743 b. Suppose this growth pattern continues. How many elk will there be after 10 years? How many elk will there be after 15 years? c. Write an equation you could use to predict the elk population p for any year n after the elk were first counted. d. In how many years will the population exceed one million? Homework will be checkered during the next class meet. ATTACHMENTS Growing Growing Growing book pages 33-36