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Mathematics - Secondary Curriculum Secondary Mathematics I
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Strand: FUNCTIONS - Linear and Exponential (F.LE)

Construct and compare linear and exponential models and solve problems (Standards F.LE.1 3). Interpret expressions for functions in terms of the situation they model. (Standard F.LE.5).

Standard F.LE.3

Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly.

  • Exponential growth versus linear growth I
    The purpose of this task it to have students discover how (and how quickly) an exponentially increasing quantity eventually surpasses a linearly increasing quantity.
  • Exponential growth versus linear growth II
    The purpose of this task it to have students discover how (and how quickly) an exponentially increasing quantity eventually surpasses a linearly increasing quantity.
  • Exponential growth versus polynomial growth
    This problem shows that an exponential function takes larger values than a cubic polynomial function provided the input is sufficiently large.
  • FUNCTIONS - Linear and Exponential (F.LE) - Sec Math I Core Guide
    The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for the Secondary Mathematics I - Linear and Exponential (F.LE).
  • Graphs and Functions
    This lesson plan is designed to help the student understand how to plot functions on the Cartesian plane and how the graphing of functions leads to lines and parabolas.
  • Introduction to the Materials (Math 1)
    Introduction to the Materials in the Mathematics One of the The MVP classroom experience begins by confronting students with an engaging task and then invites them to grapple with solving it. As students ideas emerge, take form, and are shared, the teacher orchestrates the student discussions and explorations towards a focused mathematical goal. As conjectures are made and explored, they evolve into mathematical concepts that the community of learners begins to embrace as effective strategies for analyzing and solving problems.
  • Modeling: Having Kittens
    This lesson unit is intended to help you assess how well students are able to interpret a situation and represent the constraints and variables mathematically, select appropriate mathematical methods to use, make sensible estimates and assumptions and investigate an exponentially increasing sequence.
  • Module 2: Linear & Exponential Functions - Student Edition (Math 1)
    The Mathematics Vision Project, Secondary Math One Module 2, Linear and Exponential Functions, begins with a learning cycle that introduces contexts with continuous domains and defining linear functions as having a constant rate of change and exponential functions as having a constant ratio over equal intervals.
  • Module 2: Linear & Exponential Functions - Teacher Notes (Math 1)
    Mathematics Vision Project, Secondary Math One Module 2 Teacher Notes, Linear and Exponential Functions, begins with a learning cycle that introduces contexts with continuous domains and defining linear functions as having a constant rate of change and exponential functions as having a constant ratio over equal intervals.
  • More Complicated Functions: Introduction to Linear Functions
    This lesson is designed to reinforce the concept of linear functions and ask students to write functions using English, tables and algebra.
  • Population and Food Supply
    In this task students construct and compare linear and exponential functions and find where the two functions intersect.
  • Student Task: Table Tiling
    In this task, students must work out how many whole, half and quarter tiles tiles are needed to cover the tops of tables of different sizes.


UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Lindsey  Henderson and see the Mathematics - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.