Student: Brian Ciampo

Course EDU 522

Grade: 11
Topic: Logarithms

Professor: Dr. Maria Esposito

Due Date: May 5, 2015
Content Area: Mathematics

INSTRUCTIONAL OBJECTIVE
After completing a group discovery activity on the laws of logarithms, students will complete 15
problems requiring the use of the laws of logarithms with at least 80 percent accuracy.
STANDARDS AND INDICATORS
Common Core State Standards:
Grade:
11
Domain:
Modeling with Functions
Cluster:
Construct and compare linear, quadratic, and exponential models and solve
problems.
Standard:
F.LE.4 For exponential models, express as a logarithm the solution to a bct = d
where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm
using technology.
Cluster:
Analyze functions using different representations.
Standard:
F.IF.8 Write a function defined by an expression in different by equivalent forms
to reveal and explain different properties of the function.
Indicator:
This will be evident when students correctly identify the three properties of
logarithms. This will also be evident when students are able to go from
condensed form to expanded form, and vice versa.
Mathematical
Practices:
1. Make sense of problems and persevere in solving them
2 Reason abstractly and quantitatively. [Students will flexibly use the different
properties of logarithms.]
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
Technology Standards:
4. Critical thinking, problem solving, and decision making
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions

MOTIVATION
In order to get the students motivated, I will show them a short YouTube video on the properties
of logarithms. This will get the students interested in the topic and motivated to complete the
discovery activity. The link to the YouTube video is: https://www.youtube.com/watch?
v=PupNgv49_WY
MATERIALS
Calculators, an overhead projector, teacher constructed rubrics, student worksheets (discovery
activity, toolbox, and independent work)
STRATEGIES
Group work: This will be evident when the students work together to complete the discovery
activity. The students will discuss the questions presented to them, and as a group, determine the
rules of logarithms. They must make logical arguments and collectively agree on one answer.
Independent Work: This will be evident when the students work independently to answer the
questions. Students will put their answers on the board.
ADAPTATIONS
The student with a slight visual impairment, the worksheet with be made using a larger font for
easier viewing.
The student who is an English language learner will be provided with content specific
vocabulary words prior to the lesson.
DIFFERENTIATION OF INSTRUCTION
This lesson is differentiated in the following ways:
1. Grouping: students are in groups of four; groups are heterogeneous based on classroom
performance and test scores.
2. Discovery Activity #1/#2: depending on how the students are progressing with Discovery
Activity #1, there is the option for the teacher to allow a group to do a section of
Discovery Activity #2 (below).

3. Toolbox for Logarithms: the toolbox provides students with a specific place to refer back
to when solving log problems; the students can use this toolbox as a guide to assist them;
toolbox contains worked out sample problems and guiding problems.
TOOLBOX For Logarithms
E

B =N
log B N =E

Exponential to Logarithmic
log B N =E
Logarithmic to Exponential
E
B =N
log B N =E

(BASE to the EXPONENT

equals the NUMBER)

Common Properties of Natural Logarithms

Base a
log a 1=0
log a a=1
log a a x =x
log a x

Power Rule
Product Rule
Quotient Rule

Properties of
Exponents
m n
( b ) =
bm bn=
bm
=
bn

Logarithms
log b x n=
log b ( xy )=
x
log b
=
y

()

Examples (showing steps) when we need to EXPAND when using properties of logarithms:
2
log 2 5 x
2
x
1
log 3 4
log 6
3
2
log 2 5+log 2 x
2 log 3 4
log 6 xlog 6 2
Rule used: Product Rule
Rule used: Power Rule
Rule used: Quotient Rule
2
2
4
log 5 9 x
7x
3 x3
5
6
log 2
log
3
2
2
log 5 9+ log5 x
2
3
log 2 7 x log 2 3
log 3 x log 2
log 5 9+2 log 5 x
3
log 3+log x log 2
log 2 7+log 2 x 2log 2 3

()

( )

log 2 7+2 log 2 xlog 2 3

( )

log 3+3 log xlog 2

Rule used: Product and Power Rule used: Quotient, Product, Rule used: Quotient, Product,
Rule
and Power Rule
and Power Rule
EXPAND Question done step by step:
What operations are involved? Read
7 x2
log 2
the expression out loud. (Log base
3
two of 7 times x squared divided by
three.) Using properties of
Logarithms, determine which rule or
rules you will need to apply to this
question. When working with logs,
think about
A What operation do we
associate with multiplication?
B Where does the exponent
go/move to?
C What operation do we
associate with division?
2
Quotient Rule
log 2 7 x log 2 3

( )

log 2 7+log 2 x 2log 2 3

Multiplication Rule

log 2 7+2 log 2 xlog 2 3

Power Rule

Now you try the following problems. Write the rule in the box to the left:
Re-write the expression using mathematical
log 2 32
language:

log 3 xy

log 4

3x
2

( )

Re-write the expression using mathematical

language:

Re-write the expression using mathematical

language:

log 5

Re-write the expression using mathematical

language:

2 x3
3

( )

Examples (showing steps) when we need to CONDENSE when using properties of

logarithms:
2 log 3 4
log 2 5+log 2 x
1.
2.
3. log 6 xlog 6 2
log 2 5 x

log 3 4 2
Rule used: Power Rule
4. log 5 9+2 log 5 x
log 5 9+ log5 x

Rule used: Product Rule

5. log 2 7+2 log 2 xlog 2 3

log 5 9 x2

( 2x )

Rule used: Quotient Rule

6. log 3+3 log xlog 2
3

log 2 7+log 2 x log 2 3

log 3+log x log 2

log 2 7 x2log 2 3

log 3 x log 2

7 x2
log 2
3

log

( )

Rule used: Power and Product

Rule

log 6

Rule used: Power, Product,

and Quotient Rule

CONDENSE Question done step by step:

log 2 7+2 log 2 xlog 2 3

( )
3x
2

Rule used: Power, Product,

and Quotient Rule

What operations are involved? Read

the expression out loud. (Log base 2
of 7 plus 2 times log base 2 of x
minus log base 2 of 3.) Using
properties of Logarithms, determine

log 2 7+log 2 x 2log 2 3

which rule or rules you will need to

apply to this question. When working
with logs, think about
A. What operation do we
associate with multiplication?
B. Where does the exponent
go/move to?
C. What operation do we
associate with division?
Power Rule

log 2 7 x2log 2 3

Multiplication Rule

7 x2
3

Quotient Rule

log 2

( )

Now you try the following problems. Write the rule in the box to the left:
3 log 2 5
Re-write the expression using mathematical
language:

log 3 n+ log3 m

Re-write the expression using mathematical

language:

log 3 4 +log 3 nlog 3 3

Re-write the expression using mathematical

language:

log 3 5+3 log 3 tlog 3 2

Re-write the expression using mathematical

language:

4. Practice Worksheet: the practice worksheet contains three levels of difficulty, (1) I would
like some more practice, (2) Im comfortable and ready to move forward, (3) Im
confident and would like to challenge myself; students are encouraged to work at their
own level and to challenge themselves.
5. Verbal Questioning: depending on the group of students and their specific needs,
questions will vary.
DEVELOPMENTAL PROCEDURES
1. Students will work on the three discovery activities to determine the three laws/properties
of logarithms. (What patterns do you notice as you complete the discovery activities?
From these patterns, can you come up with a general rule? Explain your thoughts and
the process you used to come up with these rules. Will these rules work for all
problems? Given the log tables, how can you determine that the rules you came up with
will always work? Explain.)
2. Students will utilize the Toolbox for Logarithms to assist them and to make
connections to the rules/laws of exponents. Students will complete several expanding
and condensing problems within the Toolbox. (What connections, if any, can you
make between the rules of exponents and the rules of logarithms? How can you identify
what rule or rules you should apply to each question? How does writing the question
out in words assist you in solving the problem? Identify the key mathematical words
that tell you what rule to apply.)
3. Students will complete the 15 independent problems. (Explain the rules of logarithms.
How do you determine which rules to apply? Are there multiple ways to write the same
logarithm? Explain why or why not. Determine several different ways to get the same
logarithm.)
ASSESSMENT
During the group activity, the teacher will utilize a checklist and check for understanding to see
if the students are accurately obtaining the properties of logarithms. The teacher will assess the
students knowledge through their responses to questions. The teacher will check for
understanding of the properties while the students are completing the independent work.
Additionally, the teacher will check for body language indicating any confusion in the students
understanding. The teacher will place questions on the Smart Board. The students must

complete questions independently. The students will answer twelve out of fifteen questions
accurately. Students will also go to teachers unit webpage and take a five question electronic
quiz.
Discovery Activity Teacher Checklist
Aim: Is there a connection between the Laws of Exponents and the Laws of Logarithms?
This is to keep track of which activity (D.A. = Discovery Activity) was completed by specific
groups.

1
D.A.#1

2
D.A.#2

D.A.#1

Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7

INDEPENDENT PRACTICE

3
D.A.#2

D.A.#1

D.A.#2

Following the discovery activity on the laws of logarithms, students will complete 15 problems
using the laws they discovered. Teacher will circulate and provide feedback to the students
based on their answers.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT
Academic Intervention: The student, under the direct intervention with the teacher, will work on
the properties of logarithms. After the student is able to properly identify and apply the
properties, the teacher and the student will solve practice problems. This will be done during a
specific extra help lesson.
Academic Enrichment: The teacher will assign students to create a logarithm problem that
requires the use of two or more of the logarithm properties. Those students who solve each
problem completely and show all of their work will receive extra-credit points for the next test.
This form of enrichment will be open to the whole class and will challenge the stronger students.

TEACHER REFERENCES
Khan, S. (2007, January 1). Introduction to logarithm properties. Retrieved January 1, 2015,
from https://www.youtube.com/watch?v=PupNgv49_WY
Charles, R. I., Hall, B., Kennedy, D., Bellman, A. E., Chavis Bragg, S., Handlin, W. G.,
Murphy, S. J., & Wiggins, G. (2012). Algebra 2 common core teacher's edition. (Vol. 1).
Upper Saddle River, New Jersey: Pearson.
Charles, R. I., Hall, B., Kennedy, D., Bellman, A. E., Chavis Bragg, S., Handlin, W. G.,
Murphy, S. J., & Wiggins, G. (2012). Algebra 2 common core teacher's edition. (Vol. 2).
Upper Saddle River, New Jersey: Pearson.