Exponential Funtions

Date | March 2006 | ||||||||||||||

Class | Advanced Math class | ||||||||||||||

Teacher | Becky Bruening | ||||||||||||||

Notes |
I used “ M&M Reproduction” – generating a little more student interest and curiosity. I had them start with 4 M&M’s. We defined an M as a girl, and of course girls have babies. We rolled, put a “baby” in for each girl (m), counted and recorded. The original activity had them adding 2 for each m, but if I remember from last summer this took a LOT of M&M’s and got “big” even faster. Our experiment lasted for about 6 years up to 10 years with only about 50 candies per person. I liked this change, although I realize that the regression equation would be different. It might be interesting when we do regression to have different groups use different rules and look at the equations. (Although I fear I am quickly running out of days this year!) |
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Date | February 2006 | ||||||||||||||

Class | Algebra 2 (Grades 10-12) | ||||||||||||||

Teacher | Mary Beth Weier |
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Notes |
Notes: We just finished studying quadratic and cubic equations and will be starting exponential equations next. This was a very good activity to review the equations we have studied and connect those equations with the ones we will be working with in the next chapter. The students were very involved and attentive and enjoyed the hands-on activity. Of course having the candy was a big plus. I reread the comments other teachers had written concerning this activity, and it helped me to plan the activity. It is an excellent activity for studying exponential functions and I hope to use it again. |
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Date | February 2006 | ||||||||||||||

Class | Algebra | ||||||||||||||

Teacher | Patti Bailey | ||||||||||||||

Notes | For exponential growth I used M&Ms and had students add more for each one that was letter up. I then had them do it again with doubling the population. They made great exponential curves! I also had them do exponential decay with for their final graph. After the first class, I made modifications to the chart. I had them roll the M&Ms 8 times rather that just 5. It definitely gave them a better curve. After another class did the activity, I again made modifications to the chart. I will do this activity with an additional class next week. We’ll see if any more modifications are needed. It was a great to get students excited about class. They knew they were going to get to have the M&M activity! I will use this activity again! It is a great way to show growth! --->>> worksheet | ||||||||||||||

Date | January 2006 | ||||||||||||||

Class | Calculus & Pre-Calculus classes | ||||||||||||||

Teacher | Stephanie Reynolds | ||||||||||||||

Notes |
I will definitely do this lab in the future because it is a great way to visualize how exponential functions work. |
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Date | November 30, 2005 | ||||||||||||||

Class | precalculus classes | ||||||||||||||

Teacher | Ray Weier | ||||||||||||||

Notes | In my precalculus classes, we were beginning to work on exponential functions. We had just finished looking at some application problems on growth and decay, so I decided to try to do the Each student was given a TI-83 Plus calculator, a paper cup and approximately 75 M&M’s. They were then instructed to put just 4 M&M’s into the paper cup, pour them out, and record how many M&M’s had the M side facing up. They then put the 4 M&M’s back into the cup plus double the number of M’s that they had on the previous “roll”. This new total was then considered ‘year one’ of their experiment. They then poured out this new total of M&M’s again, looked at the total number of M’s, doubled that number and put those M&M’s into the cup for ‘year two’, etc. They repeated this exercise until they either reached ‘year five’ or ran out of M&M’s. These results were recorded into a table similar to the one below. This table shows the results from one student’s experiment.
Using their tables, the students were told to use their calculators to We also combined all the students’ results to make a table for the entire class, and then recalculated the exponential regression equation for this table. Finally, each student was asked to write a few sentences comparing their experimental results to what the theoretical results should be. Overall, I was pleased with this activity and will probably try it again. I also plan to try to modify the activity next time so that we might also be able to model a decay problem (remove M&M’s). |
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For exponential growth I used M&Ms and had my algebra students add more for each one that was letter up. I then had them do this again with doubling the population. They made great exponential curves! I also had them do exponential decay with for their final graph. After the first class, I made modifications to the chart. I had them roll the M&Ms 8 times rather that just 5. It definitely gave them a better curve. After the second class did the activity, I again made modifications to the chart. I will do this activity with the third class next week. We’ll see if any more modifications are needed. It was a great way to get the kids excited to come to class. They knew they were going to get to have the M&M activity! I will use this activity again! It is a great way to show growth! |