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Algebra 1 Exponential Equations and Functions {Bundle} in a PowerPoint

This is a bundle include the nine PowerPoint lessons below and two Quiz Show games, Jeopardy Style, for review.

Properties of Square Roots N.RN.3

Properties of Exponents N.RN.2

Radicals and Rational Exponents N.RN.1, N.RN.2

Quiz Show Game Square Roots and Exponents N.RN.1, N.RN.2, N.RN.3

Exponential Functions A.REI.3, A.REI.11, F.BF.3, F.IF.7e, F.LE.1a, F.LE.2

Solving Exponential Equations A.REI.3, A.REI.11, F.BF.3, F.IF.7e, F.LE.1a, F.LE.2

Exponential Growth and Decay A.SSE.1a, A.SSE.1b, F.IF. 7e

Geometric Sequences F.BF.2, F.IF.3, F.LE.2

Recursive Sequences F.BF.2, F.IF.3, F.LE.2

Quiz Show Game Exponential Functions and Sequences A.SSE.1a, A.SSE.1b, A.REI.3, A.REI.11, F.BF.2, F.BF.3, F.IF.2, F.IF.7e, F.LE.1a, F.LE.2

Students often get lost in multi-step math problems. This PowerPoint lesson is unique because it uses a flow-through technique, guided animation, that helps to eliminate confusion and guides the student through the problem. The lesson highlights each step of the problem as the teacher is discussing it, and then animates it to the next step within the lesson. Every step of every problem is shown, even the minor or seemingly insignificant steps. A helpful color-coding technique engages the students and guides them through the problem (Green is for the answer, red for wrong or canceled numbers, & blue, purple & sometimes orange for focusing the next step or separating things.) Twice as many examples are provided, compared to a standard textbook. All lessons have a real-world example to aid the students in visualizing a practical application of the concept.

This Review lesson applies to the Common Core Standard:

High School: Algebra » Reasoning with Equations & Inequalities A.REI.3, A.REI.11

Solve equations and inequalities in one variable.

3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Represent and solve equations and inequalities graphically.

11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

High School: Algebra » Seeing Structure in Expressions A.SSE.1a, A.SSE.1b

Interpret the structure of expressions.

1. Interpret expressions that represent a quantity in terms of its context.

a. Interpret parts of an expression, such as terms, factors, and coefficients.

b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.

High School: Functions » Building Functions F.BF.2, F.BF.3

Build a function that models a relationship between two quantities.

2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

Build new functions from existing functions.

3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

High School: Functions » Interpreting Functions F.IF.3, F.IF.7e

Understand the concept of a function and use function notation.

3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.

Analyze functions using different representations.

7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

High School: Functions » Linear, Quadratic, & Exponential Models F.LE.1a, F.LE.2

Construct and compare linear, quadratic, and exponential models and solve problems.

1. Distinguish between situations that can be modeled with linear functions and with exponential functions.

a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

High School: Number and Quantity » The Real Number System N.RN.1, N.RN.2

Extend the properties of exponents to rational exponents.

1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

2. Rewrite expressions involving radicals and rational exponents using the properties of exponents.

Use properties of rational and irrational numbers.

3. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.

Please note that these PowerPoints are** NOT EDITABLE**. They ** WILL NOT ** work with Google Slides. You will need the PowerPoint software.

If you need an alternative version because your country uses different measurements, units, slight wording adjustment for language differences, or a slide reordering just ask.

** Are you looking for the Algebra 1 Curriculum Bundle?** Click here!

**This resource is for one teacher only. ** You may not upload this resource to the internet in any form. Additional teachers must purchase their own license. If you are a coach, principal or district interested in purchasing several licenses, please contact me for a district-wide quote at prestonpowerpoints@gmail.com. This product may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

This is a bundle include the nine PowerPoint lessons below and two Quiz Show games, Jeopardy Style, for review.

Properties of Square Roots N.RN.3

Properties of Exponents N.RN.2

Radicals and Rational Exponents N.RN.1, N.RN.2

Quiz Show Game Square Roots and Exponents N.RN.1, N.RN.2, N.RN.3

Exponential Functions A.REI.3, A.REI.11, F.BF.3, F.IF.7e, F.LE.1a, F.LE.2

Solving Exponential Equations A.REI.3, A.REI.11, F.BF.3, F.IF.7e, F.LE.1a, F.LE.2

Exponential Growth and Decay A.SSE.1a, A.SSE.1b, F.IF. 7e

Geometric Sequences F.BF.2, F.IF.3, F.LE.2

Recursive Sequences F.BF.2, F.IF.3, F.LE.2

Quiz Show Game Exponential Functions and Sequences A.SSE.1a, A.SSE.1b, A.REI.3, A.REI.11, F.BF.2, F.BF.3, F.IF.2, F.IF.7e, F.LE.1a, F.LE.2

Students often get lost in multi-step math problems. This PowerPoint lesson is unique because it uses a flow-through technique, guided animation, that helps to eliminate confusion and guides the student through the problem. The lesson highlights each step of the problem as the teacher is discussing it, and then animates it to the next step within the lesson. Every step of every problem is shown, even the minor or seemingly insignificant steps. A helpful color-coding technique engages the students and guides them through the problem (Green is for the answer, red for wrong or canceled numbers, & blue, purple & sometimes orange for focusing the next step or separating things.) Twice as many examples are provided, compared to a standard textbook. All lessons have a real-world example to aid the students in visualizing a practical application of the concept.

This Review lesson applies to the Common Core Standard:

High School: Algebra » Reasoning with Equations & Inequalities A.REI.3, A.REI.11

Solve equations and inequalities in one variable.

3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Represent and solve equations and inequalities graphically.

11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

High School: Algebra » Seeing Structure in Expressions A.SSE.1a, A.SSE.1b

Interpret the structure of expressions.

1. Interpret expressions that represent a quantity in terms of its context.

a. Interpret parts of an expression, such as terms, factors, and coefficients.

b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.

High School: Functions » Building Functions F.BF.2, F.BF.3

Build a function that models a relationship between two quantities.

2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

Build new functions from existing functions.

3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

High School: Functions » Interpreting Functions F.IF.3, F.IF.7e

Understand the concept of a function and use function notation.

3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.

Analyze functions using different representations.

7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

High School: Functions » Linear, Quadratic, & Exponential Models F.LE.1a, F.LE.2

Construct and compare linear, quadratic, and exponential models and solve problems.

1. Distinguish between situations that can be modeled with linear functions and with exponential functions.

a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

High School: Number and Quantity » The Real Number System N.RN.1, N.RN.2

Extend the properties of exponents to rational exponents.

1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

2. Rewrite expressions involving radicals and rational exponents using the properties of exponents.

Use properties of rational and irrational numbers.

3. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.

Please note that these PowerPoints are

If you need an alternative version because your country uses different measurements, units, slight wording adjustment for language differences, or a slide reordering just ask.

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*563

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