Course Information[br][br][list][*][b]Course:[/b] Mathematics[br][/*][*][b]Class:[/b] 11[br][/*][*][b]Duration:[/b] 40+40 min[/*][*][b]Technological Equipment:[/b][i] [/i]An overhead projector and students'smart phones[/*][/list][br][b]Course Content[br][/b][br]Logarithmic functions that are the inverse of exponential functions[br][br][b]Learning Outcomes[br][/b][br]Students will be able to:[br][list] [*]observe the changes, increases and decreases in function  [math]f\left(x\right)=log_ax[/math]for 0<a<1 and a>1,[/*][*]draw the graph of [math]f\left(x\right)=log_a\left(x+b\right)+c[/math][/*][*]compare and contrast logarithmic functions and exponential functions and state on which line they are symmetrical to each other. [/*][/list][b]Course Objectives and Assessment[/b][br][br]Students will: [list][*]discover the concept of logarithmic functions, [/*][*]draw a standard graph of a logarithmic function, [/*][*]find out the right equation of the line on which exponential functions and logarithmic functions which have the same base are symmetrical.[/*][/list][br][b]Learning Strategies[/b][br][list] [*]The online version of Geogebra will be used and students will be first reminded of what they already know about the drawing process of an exponential function. [/*][*]There will be a transition from the definition of inverse functions to logarithmic functions.[/*][*]The online version of Geogebra will be used; a logarithmic function will be drawn, and students will be asked to draw the logarithmic functions they are given with the help of the drawing they have just examined. [/*][*]Finally, students will compare and contrast exponential and logarithmic functions. [/*][*]A “question and answer” method will be frequently used in class. At the end of the session, students will be asked to draw their graphs at their own learning pace on their own tablet PCs. [/*][/list][br][b]Resources [/b][br]The online version of Geogebra program will be used. [br][br][b]Integration of Technology[/b] [list][*]Since I have already implemented Geogebra in classroom before, I have already taken the necessary precautions against possible obstacles that might occur (e.g. in case the screen-touch freezes, a mouse and a keyboard will be used to continue the class).[/*][*]We have a problem-free internet access in our smart board.[/*][*]The biggest obstacle that we could ever face is a power cut, but in such a case, tablet PCs with full batteries will be given to student groups, and the activity will be turned into a group work. [/*][/list]