# Logarithms Lesson 1 Episode 6 (Teachers)

### Reflecting

Arobindo and Josh interpret several exponential expressions using a number line.

### Episode Supports

Students’ Conceptual Challenges

This episode features the first use of exponents that are not whole numbers [1:30]. If students have not yet had opportunities to make sense of these types of exponents, it is recommended that you provide some opportunities for them to do so. The Project MathTalk unit on exponentials offers a great starting point for that, particularly Lessons 5 through 7.

Focus Questions

For use in a classroom, pause the video and ask these questions:

1. [Pause the video at 0:14] Interpret the expression (34)(36) = 310 using a number line. Then, watch the video to see how your number line compares to the one drawn by Arobindo and Josh.
2. [Pause the video at 1:34] Interpret the expression (37.2)(30.4) = 37.6 using a number line. Then, watch the video to see how your number line compares to the one drawn by Arobindo and Josh.

Supporting Dialogue

After watching the video, ask students to discuss how Josh and Arobindo interpreted the exponential equations (34)(36) = 310 and (37.2)(30.4) = 37.6. What was similar in their interpretations and what was different? How did their interpretations compare to your interpretation?