Tinley Lessonplan

5E Lesson Plan Template
Your name Abby Tinley
Date(s) taught November 9, 2022
Subject PreCalculus (11th/12th)

Grade level
Materials 4.2 Notes Worksheet

4.2 Practice Problems
Projector
Calculators
Student Chromebooks
Expo Markers/Erasable Desks
PreCalculus 20. Explain each step in solving an equation as following from the
Standards
equality of numbers asserted at the previous step, starting from the assumption that
(State and the original equation has a clear-cut solution. Construct a viable argument to justify
ISTE a solution method. Include equations that may involve linear, quadratic, polynomial,
Standards for exponential, logarithmic, absolute value, radical, rational, piecewise, and
Students) trigonometric functions, and their inverses.
1c. Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
1.5a Students formulate problem definitions suited for technology-assisted methods
such as data analysis, abstract models and algorithmic thinking in exploring and
finding solutions.
1.7c Students contribute constructively to project teams, assuming various roles
and responsibilities to work effectively toward a common goal.
Objectives I can…
Convert between logarithms and exponentials equations.
Evaluate logarithms.
Differentiation Throughout this lesson, we will work in a variety of ways that will allow students
Strategies to have a time of exploration in working the problems different ways. This
includes time working in groups and learning from their peers. At this point in
the lesson, I will be monitoring groups looking for misconceptions.
Page 1 of 3
The 5 Es
E Description
Engagement Prior to this lesson, we have graphed both exponentials and logarithms. As they
enter the classroom, they will be asked to graph both exponentials and
logarithms.
Engagement We will use these graphs to explore the similarities and differences. This will lead
Assessment us into the definition of inverses and why we will be able to convert between the
two in today’s lesson.
Exploration Near the end of the lesson, the students will participate in a quizizz. The
students will be working on their individual chromebooks and using expo
markers/erasable desks. The students will be engaged in a competitive
atmosphere of working logarithmic problems against one another.
Exploration The students will finish the class with a MyMathLab assignment on their
Assessment chromebooks. This assignment will include them working individually on
logarithmic problems and being scored on each individual problem. The students
do have the opportunity to repeat similar questions to fix mistakes. These results
are sent to me directly.
Explanation At this point in the lesson, I will use the 4.2 Notes provided to introduce the
concepts to the students. We will use our calculators to work through examples
together.
Explanation After finishing the examples together, the students will work in groups on
Assessment practice problems. I will walk through the groups monitoring the math
conversations taking place. I will be looking for misconceptions.
Elaboration Students will work in groups to create questions to create a quizizz. We will use
these as a class on review day for this unit. This portion of the lesson is
important because if a student can create a mathematical problem then they can
solve that said mathematical problem.
Evaluation The grading of these new quizizzs will take place on the day of review. I will be
looking for these characteristics as other groups are working through their
quizizz.
-Does the question make sense mathematically?

-Does the question pertain to the content being reviewed?
-Can the question be solved?
Page 2 of 3
References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.
Page 3 of 3

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Tinley Lessonplan

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5E Lesson Plan Template

Your name Abby Tinley

Date(s) taught November 9, 2022

Subject PreCalculus (11th/12th)

Materials 4.2 Notes Worksheet

-Does the question make sense mathematically?

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

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