Growing and Growing
5 min
Narrative
This opening Warm-up gives students an opportunity to create a pictorial representation of exponential growth. The purpose of this Warm-up is to help students make sense of the situation coming up in the next activity, in which they are not explicitly asked to make a pictorial representation.
Student Task
Some bacteria are growing in a dish. Every hour, each bacterium splits into 3 bacteria.
- This diagram shows a bacterium at hour 0 and then at hour 1. Draw what has happened at hours 2 and 3.
- How many bacteria are there at hours 2 and 3?
Sample Response
- See sample drawing.
- 9 bacteria at hour 2 and 27 bacteria at hour 3
Activity Synthesis (Teacher Notes)
Invite a few students to share their drawings and their observations about how the number of bacteria is increasing.
Standards
- F-BF.1.a·Determine an explicit expression, a recursive process, or steps for calculation from a context.
- F-BF.1.a·Determine an explicit expression, a recursive process, or steps for calculation from a context.
- F-BF.1.a·Determine an explicit expression, a recursive process, or steps for calculation from a context.
- F-BF.1.a·Determine an explicit expression, a recursive process, or steps for calculation from a context.
- HSF-BF.A.1.a·Determine an explicit expression, a recursive process, or steps for calculation from a context.
15 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Growing and Growing
5 min
Narrative
This opening Warm-up gives students an opportunity to create a pictorial representation of exponential growth. The purpose of this Warm-up is to help students make sense of the situation coming up in the next activity, in which they are not explicitly asked to make a pictorial representation.
Student Task
Some bacteria are growing in a dish. Every hour, each bacterium splits into 3 bacteria.
- This diagram shows a bacterium at hour 0 and then at hour 1. Draw what has happened at hours 2 and 3.
- How many bacteria are there at hours 2 and 3?
Sample Response
- See sample drawing.
- 9 bacteria at hour 2 and 27 bacteria at hour 3
Activity Synthesis (Teacher Notes)
Invite a few students to share their drawings and their observations about how the number of bacteria is increasing.
Standards
- F-BF.1.a·Determine an explicit expression, a recursive process, or steps for calculation from a context.
- F-BF.1.a·Determine an explicit expression, a recursive process, or steps for calculation from a context.
- F-BF.1.a·Determine an explicit expression, a recursive process, or steps for calculation from a context.
- F-BF.1.a·Determine an explicit expression, a recursive process, or steps for calculation from a context.
- HSF-BF.A.1.a·Determine an explicit expression, a recursive process, or steps for calculation from a context.