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Arrange students in groups of 2. Ask students to take a few minutes of quiet think time on each question before discussing their thinking with a partner.
Here is a graph representing an exponential function,
Based on the graph, what can you say about the following?
Here are graphs of two exponential functions. For each, write an equation that defines the function, and find the value of the function when
If students have trouble getting started, ask them to consider the graph and say what they know is true about the situation that the graph represents. Most likely, they will answer some parts of the first question by doing this, and will be in a better position to figure out any questions they didn't answer.
Select students to share their responses to the first question. Focus the discussion on how students found the decay factor for the computer. Make sure students understand that the key is to notice that every 2 years, the computer's value is multiplied by
For the last graph, discuss questions such as:
Arrange students in groups of 2. Introduce the context of mold growing on a wall. Use Co-Craft Questions to orient students to the context and to elicit possible mathematical questions.
Here are graphs representing two functions, and descriptions of two functions.
Some students may think that the dashed graph represents the mold that is tripling because it has a greater vertical intercept. Ask these students to think carefully about the second question.
Select students to share their responses and explanations. Focus on how they deciphered the meanings of the graphs. Discuss questions such as: