case 1

Introduction to Exponential Functions, Clip 1, 1:34

In this clip the class is discussing the penny on the checkerboard problem.

Introduction to Exponential Functions, Clip 2, 3:15

While discussing the penny on the checkerboard problem the teacher asks the class what it means to double something.

Introduction to Exponential Functions, Clip 3, 10:56

The teacher asks the students about creating a formula for bacteria doubling every 10 minutes.

Introduction to Exponential Functions, Clip 4, 3:48

In this clip the teacher is going over the rules of exponents with the students.

Introduction to Exponential Functions, Clip 5, 2:17

In this clip the teacher leads a discussion about raising a number to a rational exponent.

Introduction to Exponential Functions, Clip 6, 2:02

In this clip the teacher leads a discussion about what makes a situation exponential.

Introduction to Exponential Functions, Clip 5, 2:17

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  • The teacher introduces the notion of 3 to the 1/2 power and the students appear to realize that this is NOT the same thing at 3 multiplied by 1/2. This is the first time in this class they have discussed non-integer exponents.
  • The teacher uses the terminology for the class by using the term factor when discussing this situation. She uses the phrase 1/2 factors of 3.
  • She helps reinforce the notion of factor and the meaning of 1/2 as an exponent by having them think about how many 1/2 factors of 3 are needed to get 3. This can aid in the students transition to non-integer exponents.

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