UKanTeach 5E Lesson Plan

Author (s): Lauren Bandle Title of Lesson: Properties of Logarithms

Team Members:

Lesson #2 Lesson Source (kit, lesson): none

Date lesson will be taught: 11/15-11/16
Grade level: 11 and 12

Concepts/Main Idea – in paragraph form give a broad, global statement about the concepts and vocabulary you want students to
understand as a result of doing this activity (see Model lesson example):
There are three main properties of logarithms. They are the product, quotient and power properties. The product
property states that a logarithm that’s argument is the product of two terms can be separated into two or more
logarithms with each argument being a factor of the first. These logarithms are then added together. A similar
process is used with the quotient property, but division becomes subtraction. The power property says, when a
logarithm is raised to an exponent, that exponent can be move to the front of the logarithm and be multiplied by the
logarithm. The change of base formula states that to change a logarithm from one base to another, the log with the
new base and the original argument is divided by the log with the new base of the old base.
Objective/s- Write objectives in SWBAT form… Evaluation
The Students Will Be Able To: In the space below, explain the type(s) of evaluation that will provide evidence
that students have learned the objectives of the lesson (formative and
summative). You will provide student copies at the end of the lesson.

-understand the connection between logarithms and exponents Homework assignment from the book on day 1:
-apply the properties of logarithms to problems Quiz on day 2:shown below
-identify when a property is being used
Kansas Science and Math Standards- Include standard, benchmark and indicator where applicable

Science: (standard, benchmark, indicator)

Math: Must include Common Core Math Practice Standard and tested indicator (2003 standards), if applicable.

Building Functions
• Build a function that models a
relationship between two
quantities.
• Build new functions from
existing functions.

1. Make sense of problems and persevere

in solving them.
2. Reason abstractly and quantitatively.
4. Model with mathematics.
5. Use appropriate tools strategically.
Materials list (BE SPECIFIC about quantities) Accommodations: Include a general statement and any
for Whole Class: specific student needs

Any student that needs accommodations will be able to

work individually or with a different group of students
per Group:
depending on their individual needs
one worksheet (below)

per Student:

one quiz (day 2)

Advance preparation:
Worksheets and quizzes

Include handouts at the end of this lesson plan document (blank page provided)

Safety: Include a general statement and any specific safety

concerns
All students should observe regular classroom etiquette
and behavior.
Engagement: Estimated Time: __________

What the teacher does AND how will the teacher Probing Questions: Critical questions that Expected Student Responses AND Misconceptions -
direct students: (Directions) will connect prior knowledge and create a think like a student to consider student responses
“Need to know” INCLUDING misconceptions:
review of exponential rules What are the rules to exponents? If you multiply to exponential figures, you add the
introduction to logarithms as exponents What is a logarithm? exponents. Divide=subtract, power=multiplication.
If I ask you to solve a logarithm, what does
the answer represent? (misconception) logarithms are things to put in
If the answer is an exponent, then is the calculator
logarithm also an exponent?

Teacher Decision Check Point: how do you know your students are ready to move forward?

Students are ready once they understand that logarithms are exponents
Exploration: Estimated Time: __________

What the teacher does AND what the teacher Probing Questions: Critical questions that Expected Student Responses AND Misconceptions -
will direct students to do: (Directions) will guide students to a “Common set of think like a student to consider student responses
Experiences” INCLUDING misconceptions:
Introduce the properties of logarithms using If logarithms are exponents, can we use the Some hesitation, yes and no
rules of exponents same rules?
Let’s try it. If we are multiplying in the Addition
logarithm, which rule would we use?
Does it work with this example? Yes

How would this change if I divided in the Subtract or move the exponent to the front
logarithm? Raised it to a power?

Teacher Decision Check Point: how do you know your students are ready to move forward?

Hand out the worksheet and everybody completes it.

Explanation: Estimated Time: __________

What the teacher does AND what the teacher Clarifying Questions: Critical questions that Expected Student Responses AND Misconceptions -
will direct students to do: (Directions) will help students “Clarify their think like a student to consider student responses
Understanding” and introduce INCLUDING misconceptions:
information related to the lesson concepts
& vocabulary – check for understanding
(formative assessment)
Go over any questions on worksheets Does anybody have any questions? Did Yes/no (discuss any discrepancies)
go over expanding and condensing logarithms everybody get the same answers?

Can anybody expand this logarithm for me? Class will walk me through the steps
What do we do first? (write example on the
board)

What if we wanted to condense the Students will show me how to condense

logarithm?

Teacher Decision Check Point: how do you know your students are ready to move forward?

Students can expand and condense logarithms and are not having any troubles.
Elaboration: Estimated Time: __________

What the teacher does AND what the teacher Probing Questions: Critical questions that Expected Student Responses AND Misconceptions -
will direct students to do: (Directions) will help students “Extend or Apply” their think like a student to consider student responses
newly acquired concepts/skills in new INCLUDING misconceptions:
situations
Introduce change of base formula What if we have a difficult logarithm that They will tell me what button to push on the
you need to use your calculator for? How do calculator.
Give them the formula we input it in the calculator?

Have them work through problems Can we use the formula to make the
logarithms easier to solve without a
calculator?
Evaluation: Estimated Time: __________
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Formative Assessment(s): In addition to the final assessment (bell ringer or exit slips), how will you determine students’ learning within this lesson:
(observations, student responses/elaborations, white boards, student questions, etc. Look at your Teacher Decision Check Point)?

Homework assignment: pg. 405 29-34, 45-52, 67-77 odd

Worksheets during class, the students will share their work with the rest of the class, and discuss how they got their answer.

Summative Assessment: Provide a student copy of the final assessment/exit slips or other summative assessments you use in the lesson

Quiz-below
Quiz

1. Simplify 𝐥𝐨𝐠 𝟐 𝟒𝒙
𝟑𝒆
2. Simplify 𝐥𝐧
𝒙
√𝟕𝒙
3. Expand 𝐥𝐨𝐠 𝟑
𝟓
4. Change to log3 𝐥𝐨𝐠 𝟐𝟕 𝟖𝟏
Handout:

Use the given logarithms and the properties to solve

𝐥𝐨𝐠 𝟏𝟎 𝟐 =. 𝟑𝟎𝟏 𝐥𝐨𝐠 𝟏𝟎 𝟑 =. 𝟒𝟕𝟕 𝐥𝐨𝐠 𝟏𝟎 𝟕 =. 𝟖𝟒𝟓 𝐥𝐨𝐠 𝟏𝟎 𝟗 =. 𝟗𝟓𝟒

Find:
𝐥𝐨𝐠 𝟏𝟎 𝟔 𝐥𝐨𝐠 𝟏𝟎 𝟗 𝐥𝐨𝐠 𝟏𝟎 𝟖𝟏

𝐥𝐨𝐠 𝟏𝟎 𝟔𝟑 𝐥𝐨𝐠 𝟏𝟎 𝟐𝟏 𝐥𝐨𝐠 𝟏𝟎 𝟒𝟗

𝐥𝐨𝐠 𝟏𝟎 𝟒𝟐 𝐥𝐨𝐠 𝟏𝟎 𝟐𝟕 𝐥𝐨𝐠 𝟏𝟎 𝟒

𝐥𝐨𝐠 𝟏𝟎 𝟏𝟖 𝐥𝐨𝐠 𝟏𝟎 𝟐𝟎