1. All – will make tables and graphs to show how diseases spread
Real Life Exponential Functions
L.O.
All – will make tables and graphs to show how diseases spread
Most – will use their tables to predict the number of people infected over time
Some – will find patterns and rules to predict the spread of disease after any number of days

2. Starter: Would you rather: A) Work for 8 hours earning £10 an hour. OR
Option A total £
Option B total £ 1 10
0.50 2 20
0.50+1=1.50 3 30
1.50+2=3.5 4 40
3.50+4=7.50 5 50
7.50+8=15.50 6 60
=31.50 7 70
=63.50 8 80
=127.50
Would you rather:
A) Work for 8 hours earning £10 an hour. OR
B) Work for 8 hours earning 50p in the first hour and your wage doubles every hour. (50p for the 1st hour, £1 for the 2nd, £2 for the third…)

3. All – will make tables and graphs to show how diseases spread
Real Life Exponential Functions
L.O.
All – will make tables and graphs to show how diseases spread
Most – will use their tables to predict the number of people infected over time
Some – will find patterns and rules to predict the spread of disease after any number of days

4. What doe the shape show us about how diseases spread?

5. Other examples of exponential growth

6. All – will make tables and graphs to show how diseases spread
Real Life Exponential Functions
L.O.
All – will make tables and graphs to show how diseases spread
Most – will use their tables to predict the number of people infected over time
Some – will find patterns and rules to predict the spread of disease after any number of days

7. What information do we need to predict this?
Learning Objectives: 1) To use maths to investigate and predict the spread of diseases. 2) To develop problem solving and reasoning skills
How do diseases spread?
An infectious disease has broken out in Italy and is spreading freely through the population, how long will it take to infect the entire population?
What information do we need to predict this?

8. 1 How many steps do you think it will take to infect the whole class?
Learning Objectives: 1) To use maths to investigate and predict the spread of diseases. 2) To develop problem solving and reasoning skills 1
How many steps do you think it will take to infect the whole class?

9. How many steps has it taken to infect the whole class?1 2
How many steps has it taken to infect the whole class?
How many steps do you think it will take to infect the whole class?

10. 1 2 4

11. 1 2 4 8

12. 1 2 4 16 8

13. 32 1 2 4 16 8

14. How would the graph of this model look? Complete the table
Learning Objectives: 1) To use maths to investigate and predict the spread of diseases. 2) To develop problem solving and reasoning skills
Questions to consider.
How would the graph of this model look?
Complete the table
Plot the graph
Answer the questions.
Total People Infected
Days

16. All – will make tables and graphs to show how diseases spread
Real Life Exponential Functions
L.O.
All – will make tables and graphs to show how diseases spread
Most – will use their tables to predict the number of people infected over time
Some – will find patterns and rules to predict the spread of disease after any number of days

17. Learning Objectives: 1) To use maths to investigate and predict the spread of diseases. 2) To develop problem solving and reasoning skills
What assumptions have we made with this model? Are there any flaws? Why might someone not get infected? Why do diseases die out?
Questions to consider.

18. How do diseases spread?
An infectious disease has broken out in Italy; spreading freely through the population. How long will it take to infect the entire population?
What information do we need to predict this?

19. The Scenario. A deadly disease has broken out in Italy.
Nobody is allowed in or out of the country.
Each infected person infects an average of two more people.
A vaccine is being developed and will be available within 2-4 weeks
How many new cases will there be on the 7th day?
What is the total death toll likely to be if a vaccine is ready in 2 weeks?
What if the vaccine takes 4 weeks?
4) Can you find a rule to predict the number infected after any number of days?

20. Getting Started Day Newly Infected Total Infected
Try making a table with the number of days and the number of infected, this way it may be easier to spot a pattern. For example:
Try to link the number of days to the number of infected. Can you think of a general rule?
You may need to use powers.
Day
Newly Infected
Total Infected 1 2 3 4 7

21. All – will make tables and graphs to show how diseases spread
Real Life Exponential Functions
L.O.
All – will make tables and graphs to show how diseases spread
Most – will use their tables to predict the number of people infected over time
Some – will find patterns and rules to predict the spread of disease after any number of days

22. You will need to feedback:
Your answers to the questions.
The maths you have used to get there.

23. EBI: My work could be even better if I…
Learning Objectives: 1) To use maths to investigate and predict the spread of diseases. 2) To develop problem solving and reasoning skills
Use tables and graphs to show how diseases spread
Use their tables to predict the number of people infected over time
Find patterns and rules to predict the spread of disease after any number of days
Look back at your work today.
What have you learned about and what maths have you used?
WWW:
Today I have learnt about…
The maths involved…
EBI: My work could be even better if I…

24. All – will make tables and graphs to show how diseases spread
Real Life Exponential Functions
L.O.
All – will make tables and graphs to show how diseases spread
Most – will use their tables to predict the number of people infected over time
Some – will find patterns and rules to predict the spread of disease after any number of days