Course Information[br][br][b]Course: [/b]Mathematics [br][b]Class:[/b] 11[br][b]Duration: [/b]40 min[br][b]Technological Equipment:[/b][i]A Smart board[/i][br][br][br][b]Content[/b][br][br][i][color=#444444]Exponential functions and their graphs[/color][/i][br][br][b]Learning Outcomes[/b] [br][br][i]Students can explain exponential functions.[/i][br][list] [*]When [i]a [/i]is a positive real number different than 1, students will be able to draw the graph of the functions [math]\mathbb{R}^+\longrightarrow\mathbb{R}[/math] f(x)= a[sup]x[/sup]; when [i]b [/i]and[i] c[/i] are real numbers, students will be able to draw the graph of the function f(x)= a[sup]x+b[/sup] + c[/*][*]Students will be able to show that [i]f[/i] function is increasing for [i]a > 1 [/i]and that [i]f [/i]function is decreasing for [i]0 < a < 1[/i]. [/*][*]Students will be able to show that exponential functions are bijective functions. [/*][/list][br][br][b]Course[/b][size=100][b] Objectives and Assessment[br][/b] [/size][list][*]The concept of exponential functions will be covered and their graphs will be observed. [/*][*]A graph of an exponential function with a given formula will be drawn. [/*][/list][size=100][list][/list][b]Learning Strategies[/b] [/size][list][*]First of all, students will be asked to discuss in pairs how they can draw the graph of the function [i]f(x) = [/i][img width=21,height=22]file:///C:/Users/admin/AppData/Local/Temp/msohtmlclip1/01/clip_image002.png[/img]for [i]a = 2[/i] and [i]a = 1/2[/i]. They will be told that they can replace [i]x [/i]with integer values of  [i]f[/i]  that are easy to calculate. After this point, students will be asked to discuss what kind of features the [i]f [/i]function will have and what its graph will be like if [i]a=1[/i] is chosen. Finally, students will be asked to discuss what kind of values the statement a[sup]x[/sup] will take for both integer and non-integer real numbers of [i]x [/i]when it is [i]a=0 [/i]and [i]a= -2.[/i][/*][*]Geogebra will be used for the visual support of the graphs on the interactive board.  [/*][*]In this course, graphic visuals will be shown after students engage in discussions. [/*][br][/list][b]Resources[/b]There will be no additional resources. The exercises in the textbook will be assigned as homework.  [br][b]Integration of Technology[/b] [list][*]Students do not need to have any additional knowledge for the technology supported Geogebra program to be used in the lesson. However, they are told that they will be provided help, if they need it, about how to install the program in their tablet PCs and how they will use it. [/*][*]Conducting the lesson based on technology supported materials might break the flow of the lesson especially in the shortage of the energy resources the technology in question depends on. For instance, in case of a power cut, a lesson plan based solely on an interactive board will be useless. [/*][*]Therefore, in the planning phase of a lesson, this point should be kept on mind. [/*][*]In this lesson plan, two kinds of Geogebra exercise will be used, but even without them, students will be able to visualize the concept through in-class discussions.[/*][/list]

[b]How did you implement your lesson plan? [/b][br][br]I conducted the lesson plan in one class hour as planned. [br][br][b]Do you think you could integrate technology in class properly? [/b][br][br]I had no difficulty in implementing the program. That the students had a chance to observe the graphs in an interactive way helped reinforce their learning. [br][br][b]Do you think your students accomplished the outcomes of the lesson? [/b][br][br]Yes, I think they did. [br][br][b]What do your students think about the course?[/b][br][br]Majority of the students wanted to have more of such courses with visual aids as the one we had, whereas there were those who though it was unnecessary due to the content chosen. [br][br][br][b]What sort of changes could be made so that your method will work better? [/b][br][br]I cannot think of any possible changes.[br]