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Pay It Forward

This document discusses introducing students to exponential functions by using the example of a "pay it forward" movement where people help others who then help additional people. Students draw models of this process, note that the number of people helped grows exponentially through iterations rather than linearly, and identify key differences between exponential and linear functions. They graph models of the pay it forward process and a process where each person helps one additional person daily to compare exponential and linear growth patterns.

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Andrew Farrell
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301 views4 pages

Pay It Forward

This document discusses introducing students to exponential functions by using the example of a "pay it forward" movement where people help others who then help additional people. Students draw models of this process, note that the number of people helped grows exponentially through iterations rather than linearly, and identify key differences between exponential and linear functions. They graph models of the pay it forward process and a process where each person helps one additional person daily to compare exponential and linear growth patterns.

Uploaded by

Andrew Farrell
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Paying

it Forward
Introduction to Exponential Functions


Objective: Students will be able to identify and explain key difference between linear
functions and exponential functions.

Intro/Launch 10 Minutes
Show video
Discussion
o What is the pay it forward movement?
o What was Trevors idea?
Reflection 3-5 Minutes
o Write down 3 ideas you have for helping someone
o Draw a model that represents what happens if those three people
pass it on and then those people pass it on.
Discussion
o Have a student share their model on the board
o How many people were helped initially? How about after the first
iteration?
o How many iterations do you think it would take to affect everyone at
RAILS? How about the world? What information would we need?
Exploration


Discussion
Desmos Graph projected and table on the board.
Using Trevors model, how many iterations would it take to reach everyone
in the world?
Using the linear model, how many iterations would it take?
Which model is most effective? Why?
How did you get from one stage to the next? (adding v. multiplying)
What does the point of intersection represent?
What roadblocks might you run into when trying to reach out to people?
What would be our algebraic expression for each model?
o y=b*a^x
a=ratio/change
x=iteration
b=starting point
MULTIPLYING
o y=mx + b
m= change/slope
x= iteration
b=starting point
ADDING
Can you come up with any other scenarios that use an exponential model?

o Ice bucket challenge


o Pyramid schemes


Summary:
Exponential functions make curves and linear functions make straight lines
Exponential functions grow a lost faster than linear
Exponential functions have a common ratio (b)
Exponential functions look like y=a*b^x and Linear functions look like
y=mx+b

NAME: ______________________
PAY IT FORWARD

Is it possible for one idea to change the world?

1. Complete the table below to determine the number of people affected during
each stage of the process.
Stage of 1
2
3
4
5
6
7
8
9
10
Process
Number 3
9
27







of
People
Effected

2. Is there a pattern? Describe in words how the number of people affected
changes with each stage of the process.




3. Use the graph below to graph the points that will fit. Describe the shape.



















4. Suppose instead of paying it forward, everyone in your Algebra 1 class


pledged to help one person every day. Complete the table below to determine
the number of people affected.


Stage of 1
2
3
4
5
6
7
8
9
Process
Number








of
People
Effected


5. Graph the points that will fit on the graph above.










6. What differences do you notice between the two graphs?











7. Which model do you think is most effective? Justify your answer.







10

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