## INVASIVE SPECIES [DAY 5]

### EXPONENTIAL GROWTH & DECAY

Through the context of invasive species growth and the use of patterning, students will analyze the relationship between the size and unit of an exponent and the value of a power.

## Intentionality & Unit Overview ### Access each lesson from this unit using the navigation links below

Students will demonstrate the concepts and skills related to patterns with exponents that they have developed through this contextual learning experience.

## Intentionality…

The purpose of this assessment is for students to demonstrate their understanding of the following big ideas.

• Patterns can be extended because they are repetitive by nature.
• Pattern rules are generalizations about a pattern, and they can be described in words.
• One common use of patterns is predicting future events.
• A pattern can be extended to make a prediction.
• For far predictions, calculations are required for efficiency.
• An expression that represents repeated multiplication of the same factor is called a power.
• Exponential growth is a pattern of data that shows greater increases with passing time.
• Exponential growth is a pattern that increases at a rate proportional to its current value.
• Exponential decay is a pattern that decreases at a rate proportional to its current value.
• Exponential growth is a pattern of data that shows greater increases with passing time.
• Exponential decay occurs when the base is greater than 0 and less than 1.
• In a power, the base number is defined as a number which is multiplied by itself.
•  In a power, the exponent represents the number of times the base number is multiplied.
• Graphical representations of exponential growth appear as a curved line.

The independent assessment will allow students to demonstrate concepts and skills related to the following learning goals:

• I will make predictions about patterns that show exponential growth or decay.
• I will determine the initial value, the base and the unit for the exponent.
• I will extend the patterns.
• I will represent the patterns.
• I will describe the pattern rules in words.
• I will generate a general term based on the pattern (an expression).
• I will solve problems involving exponents.

Students might write and/or model their answers independently. Students can also be interviewed by their teacher.

An alternative assessment opportunity should be offered if this tool will not successfully capture what the student knows, understands or can do.

## Math Talk

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## Visual Math Talk Prompt #1

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## Visual Math Talk Prompt #2

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## Visual Math Talk Prompt #3

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## Assessment Considerations…

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## Assessment: Patterns with exponential growth and decay

Question #1:

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Question #2:

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Question #3:

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Question #4:

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Question #5:

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