Page 45 - IM_Algebra1_FL Print Sample.pdf

of and on the graph of the function represented by . Interpreting the meaning of and in terms of a context develops the standard A-SSE.A.1 and, while students have opportunities to do this throughout the unit, this standard is aligned with an activity only when interpreting the meaning of these parameters is a central focus of the activity.
The context of credit (both in terms of loans and savings) is used through several lessons to:
• contextualize a percent change applied repeatedly
• make a distinction between (for example) applying 10% increase followed by another
10% increase versus applying a 20% increase to the original amount
• strategically write and interpret expressions and relate them back to a context
• write equivalent expressions in a diWerent way to highlight a diWerent aspect of the situation
In this unit, students learn that an increasing exponential function is eventually greater than an increasing linear function. In a later unit, students are introduced to quadratic functions. At that time, students will also extend their understanding of exponential functions by how they relate to quadratic functions, understanding that an exponential growth function will eventually exceed both a linear and a quadratic function.
The contexts used earlier in this unit lead to functions whose domain is integers. Later, students encounter functions whose domains is real numbers. Although students do not yet have the understanding of irrational exponents needed to manipulate exponential expressions for such functions, they can interpret values in the domain in terms of the basic growth law for exponential functions.
Note on materials: Students should have access to a calculator with an exponent button throughout the unit. Access to graphing technology is necessary for some activities, starting in lesson 9. Examples of graphing technology are: a handheld graphing calculator, a computer with a graphing calculator application installed, and an internet-enabled device with access to a site like desmos.com/calculator or geogebra.org/graphing. For students using the digital materials, a separate graphing calculator tool isn't necessary. Interactive applets are embedded throughout, and a graphing calculator tool is accessible on the student digital toolkit page.
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Course Guide Algebra