Montana Math MT.CORE.ALG.EXP.4
The Standard
Represent exponential functions using tables, graphs, equations, and verbal situations; using technology strategically. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities.
2026 Montana Mathematics Content Standards · Algebraic and Functional Reasoning
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students turn a starting amount and a repeated multiplier into a table, graph, equation, and description. They use a graphing tool to check that the representations agree.
What Mastery Looks Like
- Given 4 trays of seedlings at week 0 that double each week, a student writes y = 4(2)^t and lists 4, 8, 16, 32 for weeks 0 through 3. They graph those points and explain what the 4 and 2 mean. They know the nursery cannot keep doubling forever.
Common Misconceptions
- Students may add 2 each week instead of multiplying by 2. Some put 0 trays at week 0 or confuse the starting amount with the multiplier. Others draw a straight line through the points.
How to Assess It
- Exit ticket: A nursery starts with 4 trays in week 0 and doubles the number each week. List the totals through week 3, write an equation, sketch the graph, and explain why week 1 has 8 trays.
Lesson moves
Ways to Teach It
Start with four counters as seedling trays, double the set for three rounds, and record week numbers and totals on graph paper.
For a fictional Blackfeet Nation native plant nursery, ask: How would four trays doubling weekly appear in a table and graph?
Give pairs cards with nursery stories, tables, graphs, and equations; have them match each set and explain the starting amount and multiplier.
Use a 100-tray space limit for a Montana community nursery; graph the doubling plan in Desmos and find when it exceeds capacity.
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