S1+Reynolds,+Allison

=Stage 1 - Identify Desired Results= Content Area: Functions Grade level: High School Domain: Linear, Quadratic, and Exponential Models Cluster: Construct and compare linear, quadratic, and exponential models and solve problems. Standard: 1: Distinguish between situations that can be modeled with linear functions and with exponential functions. ||
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * Common Core State Standards

//What understandings are desired?//
•exponential equations can be used in the real world. •rates of "real world" subjects can be solved with linear, quadratic, and exponential equations. ||
 * **//Students will understand that://** **(U)** ||
 * •linear equations can be found and used in the real world.

//What essential questions will be considered?//
•Why are exponential equations important in the real world? •How do rates in the real world relate to linear, quadratic, and exponential equations? ||
 * **Essential Questions:** **(Q)** ||
 * •How do linear equations relate to what we do outside of class?

//What key knowledge and skills will students acquire as a result of this unit?//
equations, rates, constant rates, constant percent rates. •__Formulas__: y=mx+b, standard, quadratic, exponential, rates. •__Critical details__: difference in equations, identify situations, parts of rates, rates in and out of the classroom. || •describe the relationship between rates and equations in the real world. •evaluate linear equations and judge when to use them. •build a foundation of linear equations to perform these functions in the outside world. •analyze functions in the outside world that are based on exponential equations. •consider the types of rates related to different professions. •recognize the situations where exponential equations would be applied. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •__Definitions__: linear, quadratic, exponential,


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**