The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

Big Ideas Algebra 1 Chapter 6 focuses on the family of exponential functions. Consult Algebra 1 Families of Functions for additional evidence outcomes that apply to exponential functions.

HS.F-IF.A. Interpreting Functions: Understand the concept of a function and use function notation. 

• Demonstrate that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n − 1) for n ≥ 1. (CCSS: HS.F-IF.A.3)

HS.F-IF.C. Interpreting Functions: Analyze functions using different representations. 

• Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (CCSS: HS.F-IF.C.7)

  • Graph exponential functions, showing intercepts and end behavior. (CCSS: HS.F-IF.C.7.e)

• Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. (CCSS: HS.F-IF.C.8)

  • Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay. (CCSS: HS.F-IF.C.8.b)

HS.F-BF.A. Building Functions: Build a function that models a relationship between two quantities. 

• Write geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.⭑ (CCSS: HS.F-BF.A.2) 

HS.F-LE.A. Linear, Quadratic & Exponential Models: Construct and compare linear, quadratic, and exponential models and solve problems.⭑

• Distinguish between situations that can be modeled with linear functions and with exponential functions. (CCSS: HS.F-LE.A.1)

  • Prove that exponential functions grow by equal factors over equal intervals. (CCSS: HS.F-LE.A.1.a)

  • Identify situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. (CCSS: HS.F-LE.A.1.c)

• Construct exponential functions, including geometric sequences, given a description of a relationship. (CCSS: HS.F-LE.A.2)

HS.F-LE.B. Linear, Quadratic, & Exponential Models: Interpret expressions for functions in terms of the situation they model.⭑ 

• Interpret the parameters in an exponential function in terms of a context. (CCSS: HS.F-LE.B.5) 

A star symbol (⭑) represents grade level expectations and evidence outcomes that make up a mathematical modeling standards category.

Assessments:

• Chapter 6 Assessment (PDF)

• Exponential Functions Benchmark Assessment (PDF)

• SAT Suite Educator Question Bank (Content Domains: Advanced Math, Problem-Solving and Data Analysis)

• Additional Assessment Tasks

Instructional Resources & Notes:

• Big Ideas Algebra 1 Chapter 6 (skip Lessons 6.2, 6.5)

• Supplemental Lesson Resources for Chapter 6

• Additional Modeling Tasks

  • A Heavy Fish Tale, Does It Really Matter?, Who Doesn't Love Honey?, Growing, Growing, Gone, Mauna Loa Prediction, Critically Examining National Debt (References: Completing the Modeling Cycle, Advice on Modeling)

• Notes: 

  • Lesson 6.2 (Radicals and Rational Exponents) and Lesson 6.5 (Solving Exponential Equations) address evidence outcomes in Algebra 2. Lesson 6.2 and Lesson 6.5 should be skipped.