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D. Exponential Functionsy

This document outlines unit objectives and exercises for teaching exponential relationships and functions. The unit covers: 1) Defining exponential growth functions using population of mice doubling each week as an example. 2) Graphing exponential functions and identifying key features such as intercepts and shape. 3) Using graphs to solve exponential equations, including solving systems of 2x and 3x equations. 4) Applying exponential concepts to problem solving using graphical approaches.

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18 views10 pages

D. Exponential Functionsy

This document outlines unit objectives and exercises for teaching exponential relationships and functions. The unit covers: 1) Defining exponential growth functions using population of mice doubling each week as an example. 2) Graphing exponential functions and identifying key features such as intercepts and shape. 3) Using graphs to solve exponential equations, including solving systems of 2x and 3x equations. 4) Applying exponential concepts to problem solving using graphical approaches.

Uploaded by

sttantaan.th
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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MYP4 Mathematics – Unit 3 “Exponential Relationships”

D. Exponential Functions (Text Ch.22 Sections A, B, C)

Objectives:
● Know – that we can represent exponential relationships as graphs of functions

● Understand – why exponential functions are curved, and how the parameters a and b relate to and
affect the shape of the graph

● Do – solve exponential equations that involve equal bases using algebraic methods

D.1 Exponential Growth Functions

Warm Up:
Imagine a situation like the plague. Society is in chaos,
sanitation services are non-existent, and mice are
beginning to take over the world.

We’ll use an initial (beginning) population of 100 mice


that doubles each week. In order to model this situation,
we need to first define variables then build a table that
shows how the variables relate.

Let P = the population of mice, and t = the time in weeks. Complete the table below and show your
calculations clearly. The information for t = 0 weeks is already done.

t (weeks) P (population) 𝑘
Calculation in the form 100 × 2 where k is an integer

0 100 0
100 × 2 = 100 × 1 = 100

n Give a general expression based on the pattern:

Later you’ll explore a graphical representation of the relationship between P and t.

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MYP4 Mathematics – Unit 3 “Exponential Relationships”

Exercise #1
In the warm up, you discovered that we can generalize these calculations by using an exponent to describe
the relationship between population, P, and time, t, using the function P(t) = 100 x 2t.

Use the function to find and approximate the population when the time is:
a) 0 weeks, aka P(0)
b) 3 weeks, aka P(3)
c) 6 weeks, aka P(6)
d) 26 weeks (half a year)
e) 5 years

Recall that functions have inputs (X) and outputs (Y). We can also use other variables like P and t in the
previous example.

Your turn to practice:

2
MYP4 Mathematics – Unit 3 “Exponential Relationships”

D.2 Graphing Exponential Functions


Now we will explore a graphical (visual) representation of an exponential relationship between 2 variables, x
and y. Later, you will see a method for solving equations using a graphical approach and your GDC. It is
especially helpful when we cannot find equal bases.

Exercise 2
𝑥
a) The most basic exponential function is 𝑦 = 2 . Use your GDC to complete the table of values.

x -3 -2 -1 0 1 2 3

y
𝑥
b) Plot the points from your table to create a graphical representation of the function 𝑦 = 2 .

c) Describe key features of the graph: x intercept, y intercept, shape, slope (positive/negative).

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MYP4 Mathematics – Unit 3 “Exponential Relationships”

Exercise 3
Now you can return to the relationship between P and n that describes the population of mice. While the
equation, P(t) = 100 x 2t, is very useful for calculating values and with your GDC, plotting requires ordered
pairs, so a table is ideal.

a) Plot the points from your table on page 1, with P on the vertical axis and t on the horizontal axis. Think
critically about your scale before you start plotting points. Label your axes and include the scale first.

b) Interpret your model: What does it predict will eventually happen to the mouse population?

c) Reflect on your model: To what extent is your model useful?

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MYP4 Mathematics – Unit 3 “Exponential Relationships”

Your turn to practice:

You may also use your GDC to assist with this problem. Aim for accuracy in your graph.

5
MYP4 Mathematics – Unit 3 “Exponential Relationships”

D.3 Solving Exponential Equations: Graphical Approach (GDC)


Now you will explore applying a graphical approach to solving exponential equations. When using graphs,
accuracy and clear presentation of information is very important. Draw lines straight, use a ruler/edge as
needed, and include/label scale on the axes.

Directions: solve all 2x equations (5abcd) together, and all 3x equations (5ef) together on their own graph.

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MYP4 Mathematics – Unit 3 “Exponential Relationships”

6.

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MYP4 Mathematics – Unit 3 “Exponential Relationships”

D.4 Problem Solving with Exponential Equations and Functions (GDC)


Now that you have learned how to graph an exponential function and solve an exponential equation, you
can apply this knowledge to solve problems, often set in real life contexts. A blank graph will be provided
to help you practice a graphical approach.

8
MYP4 Mathematics – Unit 3 “Exponential Relationships”

Your turn to practice:

9
MYP4 Mathematics – Unit 3 “Exponential Relationships”

Practice Worksheets:
D.1 Evaluating Functions
D.2 Graphing Exponential Functions
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