Te ch09

Resou rce Options • Resou rce Options • Resou rce Options • Resou rce
chapter
9 Exponential Functions
Section 9A Section 9B
Exponential Functions Functions, Models, and Patterns
9-1 Geometric Sequences Algebra Lab Model Growth and Decay
9-2 Exponential Functions 9-3 Exponential Growth and Decay
Connecting Algebra to Geometry Changing Dimensions Extension Patterns and Recursion
9-4 Linear, Quadratic, and Exponential Models
Extension Linear and Nonlinear Rates of Change
9-5 Comparing Functions
Pacing Guide for 45-Minute Classes Calendar Planner®
Chapter 9
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
9-1 Lesson 9-2 Lesson Connecting Algebra Algebra Lab 9-3 Lesson
to Geometry

9-3 Lesson Extension 9-4 Lesson 9-4 Lesson Extension

9-5 Lesson 9-5 Lesson Multi-Step Test Prep Chapter Review Chapter Test
Ready to Go On?
Pacing Guide for 90-Minute Classes Calendar Planner®

Chapter 9
9-1 Lesson Connecting Algebra 9-3 Lesson Extension 9-4 Lesson

9-2 Lesson to Geometry 9-4 Lesson Extension
Algebra Lab 9-5 Lesson
DAY 6 DAY 7
9-5 Lesson Chapter Review
Multi-Step Test Prep Chapter Test
Ready to Go On?
614A Chapter 9
e Options • Resou rce Options • Resou rce Options • Resou rce Options
DIAGNOSE PRESCRIBE
Assess Before the Chapter

Prior Diagnose readiness for the chapter. Prescribe intervention.
Knowledge Are You Ready? SE Are You Ready? Intervention
Before Every Lesson

Diagnose readiness for the lesson. Prescribe intervention.
Warm Up TE Reteach CRB
During Every Lesson

Diagnose understanding of lesson concepts. Prescribe intervention.
Check It Out! SE Reading Strategies CRB
Questioning Strategies TE Success for Every Learner
Think and Discuss SE Lesson Tutorial Videos
Write About It SE
Journal TE
After Every Lesson

Diagnose mastery of lesson concepts. Prescribe intervention.
Formative Lesson Quiz TE Reteach CRB
Assessment Test Prep SE Test Prep Doctor TE
ExamViewTM Assessment Suite Homework Help Online
Before Chapter Testing

Diagnose mastery of concepts in chapter. Prescribe intervention.
Ready to Go On? SE Ready to Go On? Intervention

Multi-Step Test Prep SE Scaffolding Questions TE
Section Quizzes AR Reteach CRB
ExamViewTM Assessment Suite Lesson Tutorial Videos
Before High Stakes Testing

Diagnose mastery of benchmark concepts. Prescribe intervention.
College Entrance Exam Practice SE College Entrance Exam Practice
Standardized Test Prep SE

After the Chapter

Check mastery of chapter concepts. Prescribe intervention.
Multiple-Choice Tests (Forms A, B, C) Reteach CRB
Summative Free-Response Tests (Forms A, B, C) Lesson Tutorial Videos
Assessment Performance Assessment AR
Cumulative Test AR
ExamViewTM Assessment Suite
KEY: SE = Student Edition TE = Teacher’s Edition CRB = Chapter Resource Book AR = Assessment Resources Available online 614B
chapter
9 Lesson Resources
Before the Lesson Practice the Lesson

Prepare Teacher One Stop Practice Chapter Resources
• Editable lesson plans • Practice A, B, C
• Calendar Planner Practice and Problem Solving Workbook
• Easy access to all chapter resources
IDEA Works!® Modified Worksheets and Tests
Lesson Transparencies
• Teacher Tools ExamViewTM Assessment Suite
Homework Help Online
Online Interactivities
Teach the Lesson Interactive Online Edition
• Homework Help
Introduce Alternate Openers: Explorations
Apply Chapter Resources
Lesson Transparencies • Problem Solving
• Warm Up Practice and Problem Solving Workbook
• Problem of the Day
Interactive Online Edition
Teach Lesson Transparencies • Chapter Project
• Teaching Transparencies Project Teacher Support
Know-It Notebook™
• Vocabulary
• Key Concepts After the Lesson
Power Presentations Reteach Chapter Resources
Lesson Tutorial Videos • Reteach
Interactive Online Edition • Reading Strategies ELL
• Lesson Activities
Success for Every Learner
• Lesson Tutorial Videos
Lab Activities Review Interactive Answers and Solutions
Lab Resources Online Solutions Key
Online Interactivities Know-It Notebook™
TechKeys • Big Ideas
• Chapter Review
Extend Chapter Resources

• Challenge
Technology Highlights for the Teacher

Power Presentations Teacher One Stop Interactive Online Edition
Dynamic presentations to engage students. Easy access to the chapter resources and This chapter includes Tutorial Videos, Lesson
Complete PowerPoint® presentations for assessments. Includes lesson planning Activities, Lesson Quizzes, Homework Help,
every lesson in this chapter. software. and Chapter Project.
KEY: SE = Student Edition TE = Teacher’s Edition ELL English Language Learners Spanish version available Available online
614C Chapter 9
chapter
Reaching All Learners 9

Teaching tips to help all learners appear throughout the chapter. A few that target specific students are included in the lists below.
All Learners On-Level Learners

Lab Activities Practice B.............................................................................. CRB
Practice and Problem Solving Workbook Problem Solving................................................................... CRB
Know-It Notebook Vocabulary Connections. ........................................................SE
Questioning Strategies............................................................TE
Special Needs Students Ready to Go On? Intervention
Practice A.............................................................................. CRB Know-It Notebook
Reteach................................................................................. CRB Homework Help Online
Reading Strategies. .............................................................. CRB Online Interactivities
Are You Ready?.......................................................................SE
Inclusion. .................................................................................TE Advanced Learners
IDEA Works!® Modified Worksheets and Tests Practice C.............................................................................. CRB
Ready to Go On? Intervention Challenge.............................................................................. CRB
Know-It Notebook Challenge Exercises ................................................................SE
Online Interactivities Reading and Writing Math Extend..........................................TE
Lesson Tutorial Videos Are You Ready? Enrichment
Ready To Go On? Enrichment English
Developing Learners Language
Practice A.............................................................................. CRB English Language Learners Learners
Reteach................................................................................. CRB Reading Strategies. .............................................................. CRB
Reading Strategies. .............................................................. CRB Are You Ready? Vocabulary....................................................SE
Are You Ready?.......................................................................SE Vocabulary Connections. ........................................................SE
Vocabulary Connections. ........................................................SE Vocabulary Review..................................................................SE
Questioning Strategies............................................................TE English Language Learners.....................................................TE
Ready to Go On? Intervention Success for Every Learner
Know-It Notebook Know-It Notebook
Homework Help Online Multilingual Glossary
Online Interactivities Lesson Tutorial Videos
Lesson Tutorial Videos
Technology Highlights for Reaching All Learners

Lesson Tutorial Videos Multilingual Glossary Online Interactivities
Starring Holt authors Ed Burger and Freddie Searchable glossary includes definitions Interactive tutorials provide visually engaging
Renfro! Live tutorials to support every in English, Spanish, Vietnamese, Chinese, alternative opportunities to learn concepts and
lesson in this chapter. Hmong, Korean, and other languages. master skills.
KEY: SE = Student Edition TE = Teacher’s Edition CRB = Chapter Resource Book Spanish version available Available online
614D
chapter
9 Ongoing Assessment
Assessing Prior Knowledge Lesson Assessment

Determine whether students have the prerequisite concepts Provide formative assessment for each lesson of the chapter.
and skills for success in the chapter.
Questioning Strategies............................................................TE
Are You Ready?.......................................................................SE Think and Discuss. ..................................................................SE
Warm Up. ................................................................................TE Check It Out! Exercises............................................................SE
Write About It. ........................................................................SE
Test Preparation Journal.....................................................................................TE
Provide review and practice for the chapter and standardized Lesson Quiz. ............................................................................TE
tests. Alternative Assessment...........................................................TE
Multi-Step Test Prep................................................................SE IDEA Works!® Modified Worksheets and Tests
Study Guide: Review...............................................................SE
Test Tackler..............................................................................SE Weekly Assessment
Standardized Test Prep...........................................................SE Provide formative assessment for each section of the chapter.
College Entrance Exam Practice..............................................SE
Multi-Step Test Prep................................................................SE
Countdown to Mastery ...................................................SE Ready to Go On?. ....................................................................SE
IDEA Works!® Modified Worksheets and Tests Section Quizzes. ..................................................................... AR
Alternative Assessment
Assess students’ understanding of the chapter concepts Chapter Assessment
and combined problem-solving skills.
Provide summative assessment of the chapter mastery.
Chapter Project. ......................................................................SE
Chapter Test.............................................................................SE
Alternative Assessment...........................................................TE
Chapter Test (Levels A, B, C).................................................. AR
Performance Assessment....................................................... AR • Multiple Choice • Free Response
Portfolio Assessment. ............................................................ AR Cumulative Test...................................................................... AR
IDEA Works!® Modified Worksheets and Tests
Technology Highlights for Assessment

Use the chapter problem banks to create
assessments and worksheets to print out or
deliver online. Includes dynamic problems.
KEY: SE = Student Edition TE = Teacher’s Edition AR = Assessment Resources Spanish version available Available online
614E Chapter 9
chapter
Formal Assessment 9
Three levels (A, B, C) of multiple-choice and free-response chapter tests, along
with a performance assessment, are available in the Assessment Resources.
A Chapter Test A Chapter Test
C Chapter Test C Chapter Test
Multiple Choice FREE RESPONSE PERFORMANCE ASSESSMENT

Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________
B Chapter B Chapter Chapter Test

_ Class__________________ Name ________________________________________ Date __________________ Class__________________
Exponential
Chapter TestFunctions
Exponential
Functions Chapter
9
Test
Exponential Functions Exponential
Chapter
9
Functions
9 Chapter
Chapter Test Form Test
B Form A continued Chapter Test Form B Performance Assessment Teacher Support
Select the best answer.
9. Does this set of ordered pairs satisfy 13. Which kind ofx model best describes
an function 1. Find the next three terms in this Square Sequence
owing data sets is best 4. The f(x) = 50(1.2) gives 5. Which are the next three terms in the
1. Find the nextexponential
three terms function?
in this Explain. the graph? sequence: 224, 112, 56, 28, ... Purpose
near model? the number of bacteria in a science geometric sequence 4, 2, 1, 0.5, …?
sequence: 5120,{(−2,1280,
1.25),320,
(−1,80, …(0, 5), (1, 10)} experiment, where x is the number of
2.5), This performance task assesses the student’s ability to find the
), (4, 16), (5, 25)}
A −160, −400, −640 days after the start of the experiment. To nth term of a geometric sequence.
3, 0), (−4, 1), (−5, 0)} ________________________________________
B 20, 5, 1.25 _________________________________________the nearest whole number, how many _________________________________________
6), (4, 0), (5, −6)} C 40, 20, 10 bacteria will there be after 5 days? Time
6. Which is the 10th term of the geometric
), (4, 1), (5, 4)}
_________________________________________
F 124 H 375,000,000 2. The first term of a geometric sequence
D 76, 72, 68 sequence 256, 128, 64, 16 , …? 20–40 minutes
is 5 and the common ratio is −2. What is
owing models best 2. The first term _________________________________________
of a geometric sequence G 300 J 777,600,000
the 10th term of the sequence? Grouping
ta set? is −2 and the common ratio is 3. What
10. The original value of a painting is 5. Which are the next three terms in the
1, 1), (2, 4)} is the 12th term of the sequence? geometric sequence 216, 36, 6, 1, …? Individuals
$1100, and the value increases by 12% ________________________________________
C exponential F −1,062,882 H −6144
each year. Write an exponential growth 1 1 1
G −354,294functionJto12,288 A 0, −1,14.
−6Which kindC ,of model
, best describes the Preparation Hints
D none model this situation. Then data set? 3 6 9 7. Which is the 6th term of the geometric
_________________________________________
find the value⎛ 1of⎞xthe painting in 15 years. 1 Point out that the side lengths of each square is twice the length of the
his savings account. 1 1 1 sequence , 1, 3,…?
3. Which graph shows y = 3 ⎜ ⎟ ? B , , X D 6,136, 216 2 3 4 3. Graph y = −6(3)x. 3 one before it. If necessary, review the perimeter and area formulas
e more money. He is ⎝4⎠
_________________________________________
6 36 216
Y 0.5 0.25 0.125 0.0625 for a square.
vestment plans. Under A 6. Which is the 10 th term of the geometric
crease his account _________________________________________ 1 ________________________________________
1 1 1 x y Overview
a year. Under plan B, he sequence , , , , …?
11. A new movie premiers on Friday, 512 256 has 128$100064 in his savings account. ________________________________________
15. Alistair The student first uses the formula for the perimeter of a square to find the
account balance by 15% September 2, and 1350 people attenD He wants to 1 save more money. He is 8. Fill in the ordered pairs that satisfy the perimeters of a sequence of squares; the student writes a rule for the
much more will he save Attendance then decreases by 20% F 1 H
looking at 4two investment plans. Under exponential function. resulting geometric sequence. Then the student uses the area formula to
10 years? each day. Write an exponential decay
1 plan A, he 1
will increase his account find the areas of each square; the student writes another rule for this
C $13 function to model this situation. Then G balanceJby $300 a year. Under plan B, he geometric sequence. The student uses the rules to find the perimeters and
2 8 X Y
D $1 B find the attendance on Wednesday, will increase his account balance by 25% areas of the next squares, and draws them to confirm the results.
th
September 7. 7. Which is the 6eachterm of the
year. How geometric
much more will he save 1
rage rate of change over sequence 729, 81,Plan
9,…? 1
with B after four years? 64 Introduce the Task
? _________________________________________ 1
A Round C your1 answer to the nearest whole. As a class, review the formulas for the perimeter and area of a square.
729 9 2
_________________________________________ ________________________________________
1 2 3 1 Performance Indicators
1
1 4 9 12. Determine which kind of model—linear,B 16. What isDthe1 average rate of change over 3
81 4 _____ Uses the formulas for perimeter and area of a square.
quadratic, exponential, or square-root— the interval [−1, 2]?
C best describes this data set. 8. Which ordered pairs satisfy an 4 _____ Identifies the first term and common ratio of geometric sequences
Equation A and writes the formula for the nth term.
exponential function?
{(−2, 0.75), (−1, 1.5), (0, 3), (1, 6), (2, 12)} X −1 0 1 2
C A: 2, B: 4 F 5 4 _____ Uses the area formula of a square.
Y 3 2 3 6
D A: 4, B: 3.5 X −4 −3 −2 −1 6 16
Equation B Scoring Rubric
tercept of the Y 0 5 0 −25
f ( x ) = 3x + 2 Level 4: Student generates sequences from the geometric diagram, and
G 4. The function f(x) = 30(1.4)x gives
extends the sequences with both rules and the diagram.
X 4 ________________________________________
3 2 1 the number of bacteria in a science
experiment, where x is the number of Level 3: Student generates sequences from the geometric diagram and
1 2 3 Y 81 Which
17. 27is the 9y-intercept
1 of the equations? can extend the diagram, but struggles to write rules.
D days after the start of the experiment. To
1 4 9 H Equation A Level 2: Student can extend the geometric diagram, but cannot generate
the nearest whole number, how many
X 4 X3 −12 01 1 2 bacteria will there be after 4 days? sequences or rules from it.
Y 64 Y27 38 21 3 6 Level 1: Student is not able to solve any of the problems.
J Equation B
C A: 1, B: 0
X 4 f ( x ) =33 x + 2 2 1
D A: 0, B: 5 _________________________________________
Y 4 2 0 −2 _________________________________________
________________________________________
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
ility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
169 Holt McDougal Algebra 1 175 Holt McDougal Algebra 1 179 Holt McDougal Algebra 1
Holt McDougal Algebra 1 Holt McDougal Algebra 1
B Chapter Test
Name ________________________________________ Date __________________ Class__________________ B Chapter Test
Name ________________________________________
Name ________________________________________ Date __________________
Date __________________ Class__________________
Class__________________ Chapter Test
Name ________________________________________ Date __________________ Class__________________
Name ________________________________________ Date __________________ Class__________________
Exponential Functions
(continued)
CS10_A1_MEAR710303_C09FRT.indd 175 3/30/11 11:42:38 AM CS10_A1_MEAR710303_C09PA.indd 179 3/26/11 4:53:26 AM
Chapter
Exponential
FunctionsFunctions Exponential Functions
CS10_A1_MEAR710303_C09MCCT.indd 169 3/26/11 4:52:57 AM
(continued) (continued)
Chapter Chapter
Exponential 9
9 9 Performance Assessment
Chapter Test Form B continued Chapter
Chapter Test Form CTest Form B continued Chapter Test Form C
9. Which set of ordered pairs satisfies an 13. Which of the following data sets is Select the best9.answer.
Does this set of ordered pairs satisfy an a certain ball is dropped, the Square Sequence
4. When 13. Which kind of model best describes 1. Find the next three terms in this 5. Which are the next three terms in the
exponential function? best described by a linear model? exponential
1. Find the next three terms infunction?
this Explain. function f(x) = 4.5(0.65) x The diagram below shows a spiral created from isosceles right triangles.
the graph?models its sequence: 6, −24, 96, −384, ... geometric sequence 1, −2, 4, −8, …?
A {(−2, 1), (−8, 2), (−32, 3), sequence: 20, −{(10,
−2, 5, −2.5,(−…
0.25), 1, 0.5), (0, 1.5), (1, 6)}height in feet after each bounce, where The first triangle begins with two 1-unit legs.
A {(−2, 4), (−1, 9), (0, 16), (1, 25)}
(−128, 4)} A −1.25, −0.625, −0.3125 x is the bounce number. To the nearest
B {(−2, −1), (−1, 0), (0, 1), (1, 0)} _________________________________________ _________________________________________ ________________________________________
B {(−1, 2), (0, 10), (1, 50), (2, 250)} B 0.5, −0.1, 0.2 hundredth, what is the height after the
C {(−2, 12), (−1, 10), (0, 8), (1, 6)} 3rd bounce?
C {(1, 2), (1, 6), (1, 18), (1, 54)} C 1.25, −0.625, 0.3125 _________________________________________ 2. The first term of a geometric sequence 6. Which is the 10th term of the geometric
D {(−2, 1), (−1, 0), (0, 1), (1, 4)} D 5, −10, 20 F 0.80 ft H 1.24 ft 5 5 15 5
D {(1, 2), (2, 4), (3, 6), (4, 8)} is −10 and the common ratio is 0.5. sequence 2 , , , , …?
14. Which of the following models best 2. The first term of_________________________________________
a geometric sequence G 0.98 ft J 1.90 ft What is the 5th term of the sequence? 81 27 9 3
describes the data set? is 8 and the10. The number
ratio isof1.3.
students
What at a university 3
10. The number of members in a labor common 5. Which are the next three terms in
union is 240, and the number increases {(5, 2), (6, 0), (7, 2), (8, 8)} is 1320,
is the 5th term of and the number increases the
the sequence? by geometric sequence 2401, 343,
4
_________________________________________ ________________________________________
by 5% each year. Find the number of F linear H exponential F 22.8488 8% each year. Write an exponential49, 7, …?
H 5324.8
members after 4 years. G quadratic J none G 29.70344 function to model this situation. Then
J 42,598.4 x 7. Which is the 6th term of the geometric
find about how many students there A 1, −7, −49 C ,
1 1
,
1 1 ⎛ 1⎞ 3 3 3
F 278 H 810 15. Martin has $200 in his savings account. ⎛4⎞
x
7 49 343 3. Graph y = − ⎜ ⎟ . sequence , , ,…?
will bey in
3. Which graph shows = −52years.
⎜ ⎟ ? 2 ⎝5⎠ 8 4 2
G 292 J 1215 He wants to save more money. He is ⎝5⎠ 1 1
B 1, , D 49, 343, 2401
looking at two investment plans. Under A 7 49
11. Iodine-131 has a half-life of 14. Which kind of model best x y
plan A, he will increase his account th ________________________________________
approximately 8 days. Find the term of the
6. Which is the 10describes the geometric
data set?
balance by $40 a year. Under plan B, he
amount of iodine-131 left from a 3 3 3 3 8. Fill in the ordered pairs that satisfy the
will increase his account balance by 15% sequence
_________________________________________
, ,
X 128 164
, , …?
2 3 4
100-gram sample after 16 days. 512 256 exponential function.
each year. How much more will he save 1. Count grid units and find the perimeter of each square.
11. Bismuth-212 has a half-life of 60.5 Y 3 0.5 0.25 0 −0.25
A 0.0015 g C 25 g with Plan B after 10 years? F 3 H
minutes. Find the amount of bismuth-212 4 X Y
B 0.39 g D 32.75 g A $209 C $26 left from a 100-gram sample after ________________________________________
3 3 _____________ _____________ _____________ _____________
B $92 D $2 B 242 minutes. G J 1
12. Determine which kind of model best 15. Emil has8$500 in his savings account. He
2 Square 1 Square 2 Square 3 Square 4
16. Which is the average rate of change over
describes this data set. 7. Which is the 6thwants to the
term of save more money. He is looking
geometric 2. The perimeters in problem 1 form a geometric sequence. 2
the interval [2, 3]?
{(−2, 1), (−1, 2), (0, 4), (1, 8), (2, 16)} sequence −1000,at two
100,investment
−10,…? plans. Under plan A, he Write the formula for the perimeter of the nth square. ___________________________
Equation A 1
will increase1 his account balance by $150 3
A
1
−
C Under 3. Find the areas of the first four squares. 4
X 0 1 2 3 _________________________________________ 10 a year. 10 plan B, he will increase his
Y 1 4 9 16 account balance by 25% each year. How 4
12. Determine which kind of model—linear, 1
Equation B B muchDmore −1 will he save with Plan B after _____________ _____________ _____________ _____________
quadratic, exponential, or square-root— 100 5Square14
C four years? Round your answer to the Square 1 Square 2 Square 3
f (x) = −x + 2 best describes this data set.
8. Which ordered nearest whole.
pairs satisfy an
{(−2, −2), (−1, −1), (0, 2), (1, 7), (2, exponential
14)} 4. The areas in problem 3 form a geometric sequence. 6 2
F A: 7, B: 1 H A: 3, B: −1 function?
________________________________________ Write the formula for the area of the nth square. ___________________________
G A: 7, B: −1 J A: −1, B: 7 F
X −16. −1 is the0average
2 What 1 rate of change over 5. Use4.your
Whenformulas to find
a certain the
ball is perimeters
dropped, and areas of the next three squares.
the function
17. Which is the y-intercept of the
Y 0 the 3interval6[−1, 1]?9 f(x) = 2.5(0.85)x models
Square its height
5 in Square
feet 6 Square 7
equations?
after each bounce, where x is the bounce
Equation A G Equation A perimeters: _____________ _____________ _____________
F linear H quadratic D number. To the nearest hundredth, what is
X 0 1 2 3 X −2 −X1 −01 10 1 2 the heightareas: _____________
after the 5th bounce? _____________ _____________
G exponential J none Y 0.25 0.5 1 2
Y 1 4 9 16 6. Draw the next three squares, and calculate the perimeters and areas.
Y 6 4 6 12
Equation B H Does your drawing confirm your answers to problem 5?
________________________________________
f (x) = −x + 2 X −2 Equation
−1 B0 1
Y 4 f ( x )1= 2x − 30 1 _________________________________________________________________________________________
A A: −1, B: −1 C A: −1, B: 2
J
B A: 2, B: 0 D A: 1, B: 2 ________________________________________
X −2 −1 0 1
Y −6 −3 0 3
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original
© by content Copyright © by Holt McDougal. Additions and content
changesare
to the
the original content
of are
the the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Original content Copyright Holt McDougal. Additions and changes to the original responsibility instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
170 Holt McDougal Algebra 1 176 Holt McDougal Algebra 1 180 Holt McDougal Algebra 1
Holt McDougal Algebra 1 Holt McDougal Algebra 1
CS10_A1_MEAR710303_C09MCCT.indd 170 3/26/11 4:52:58 AM CS10_A1_MEAR710303_C09FRT.indd 176 3/30/11 11:42:39 AM

CS10_A1_MEAR710303_C09PA.indd 180 3/26/11 4:53:26 AM
614F
CHAPTER CHAPTER
Reason abstractly
and quantitatively. 9A Exponential Functions
9-1 Geometric Sequences F.IF.3
9-2 Exponential Functions F.IF.7e

SECTION 9A
Exponential Functions 9B Functions, Models, and
Students write and
Patterns
graph functions to Lab Model Growth and Decay F.LE.2*
model real-world col- 9-3 Exponential Growth and

lege tuition situations. Decay F.LE.2*
Ext Patterns and Recursion F.IF.3
9-4 Linear, Quadratic, and

SECTION 9B Exponential Models F.LE.1*
Functions, Models, and Ext Linear and Nonlinear Rates of

Change
Patterns F.IF.6*
9-5 Comparing Functions F.IF.9

Students evaluate
exponential functions,
and compare linear,
quadratic, and expo-
nential models for real-world situa- • Graph and use exponential functions
to model real-world problems.
tions such as population growth.
• Compare linear, quadratic, and expo-
nential functions.
Population Explosion
The concepts in this chapter are
used to model many real-world
phenomena, such as changes in
wildlife populations.
Chapter Project Online

▼
Interactivities Online
© age fotostock/SuperStock
Lesson Tutorials Online
614 Chapter 9
Chapter Project Project Resources

A project for this chapter is available online.
CC13_A1_MESE647036_C09CO.indd 614 All project resources for teachers and 4/30/11 7:14:00 AM
students are provided online.
Lesson Tutorial Videos are Chapter Project Online

available for EVERY example.
614 Chapter 9
chapter
Vocabulary
9
Match each term on the left with a definition on the right.
1. like terms B A. the set of second elements of a relation
2. square root F B. terms that contain the same variables raised to the same Organizer
powers
3. domain C
C. the set of first elements of a relation Objective: Assess students’
4. perfect square E understanding of prerequisite skills.
D. a number that tells how many times a base is used as a factor
5. exponent D
E. a number whose positive square root is a whole number
F. one of two equal factors of a number
Assessing Prior
Evaluate Powers Knowledge
Find the value of each expression.
6. 2 4 16 7. 5 0 1 8. 7 · 3 2 63 9. 3 · 5 3 375 Intervention
10. 3 5 243 11. -6 2 + 8 1 -28 12. 40 · 2 3 320 13. 7 2 · 3 1 147 Diagnose and Prescribe
Use this page to determine
Graph Functions whether intervention is necessary
Graph each function.
or whether enrichment is
appropriate.
14. y = 8 15. y = x + 3 16. y = x 2 - 4 17. y = x 2 + 2
Resources
Fractions, Decimals, and Percents
Write each percent as a decimal. Are You Ready?
Intervention and
18. 50% 0.5 19. 25% 0.25 20. 15.2% 0.152 21. 200% 2.0
Enrichment Worksheets
22. 1.9% 0.019 23. 0.3% 0.003 24. 0.1% 0.001 25. 1.04% 0.0104
Are You Ready? Online
Squares and Square Roots

Find each square root.
26. √�36 6 81 9
27. √� 25 5
28. √� 64 8
29. √� Answers
14–17. See Additional Answers.
Pythagorean Theorem
Find the length of the hypotenuse in each right triangle.
30. 5 cm 31. 13 in. 32. ÈÊvÌ nÊvÌ 10 ft
ÎÊV xÊ°
{ÊV £ÓÊ°
Multiply Monomials and Polynomials

© age fotostock/SuperStock
Multiply. 10m - 15 24x 2 + 27x 6t 2 - 2t 16r 2 - 20r

33. 5 (2m - 3) 34. 3x (8x + 9) 35. 2t (3t - 1) 36. 4r (4r - 5)
Exponential Functions 615
CS10_A1_MESE612225_C09AR.indd 615
NO 2/10/11 4:43:51 AM
yes
Intervene Diagnose and Prescribe enrich
Are You Ready? Intervention, Chapter 9

Prerequisite Skill Worksheets Online Are You Ready?
Enrichment, Chapter 9
Evaluate Powers Skill 8 Activity 8
Worksheets
Graph Functions Skill 80 Activity 80 Online
Fractions, Decimals, and Percents Skill 14 Activity 14 Diagnose and
Squares and Square Roots Skill 6 Activity 6 Prescribe Online
Pythagorean Theorem Skill 31 Activity 31

Multiply Monomials and Polynomials Skill 62 Activity 62
Are You Ready? 615

CHAPTER
CHAPTER Study Guide:
9 Preview
Organizer Key
Vocabulary/Vocabulario
Objective: Help students Previously, you
organize the new concepts they common ratio razón común
will learn in this chapter.

• identified and extended compound interest interés compuesto
arithmetic sequences.
• identified and graphed linear exponential decay decrecimiento exponencial
Online Edition functions and quadratic
exponential function función exponencial
Multilingual Glossary functions.
• solved linear and quadratic exponential growth crecimiento exponencial
equations.
geometric sequence sucesión geométrica
Resources
Multilingual Glossary Vocabulary Connections
To become familiar with some of the
You will study vocabulary terms in the chapter, consider
Answers to the following. You may refer to the chapter,
Vocabulary Connections • another type of sequence— the glossary, or a dictionary if you like.
geometric sequences.
1. There is something about them • compare linear, quadratic, 1. What does it mean when several items
that is the same; a comparison and linear functions have something “in common”? What is a
ratio? What do you think common ratio
of two numbers by division; • compare several types of
means?
when you divide the terms, the exponential functions
resulting values will be the same. 2. What is an exponent? What do you think
2. It is the number of times a factor an exponential function might involve?
(the base) is multiplied by itself 3. Two types of functions that you will
in a power. It might involve a study in this chapter are exponential
power that has a variable as the growth and exponential decay. What is
exponent. the difference in the way these two types
You can use the skills of functions behave?
3. Exponential growth functions get in this chapter
4. You have calculated simple interest. What
larger as the exponent increases • to analyze more complicated is the difference between simple interest
because the factor that is repeat- functions in later math
courses, such as Calculus. and compound interest?
edly multiplied (the base) is
larger than 1. Exponential decay • to explore exponential growth
functions get smaller as the and decay models that are
exponent increases because the used in science.
factor that is repeatedly multi- • to make informed decisions
plied (the base) is less than 1. about finances.
4. Simple interest calculates inter-

est as a simple percent of the
amount invested. Compound
interest repeatedly applies inter-
est to both the initial amount
invested and previously-earned
interest.
616 Chapter 9
The Common Core Standards for Mathematical Practice describe varieties of expertise that math-
CS10_A1_MESE612225_C09PV.indd 616 ematics educators at all levels should seek to develop in their students. Opportunities to develop 2/15/11 4:11:19 AM
these practices are integrated throughout this program. Some examples are provided below.
1. Make sense of problems and persevere in solving 5. Use appropriate tools strategically. Pages 627,
them. Pages 621–622, 628–629, 639–642, 651, 629, 641
653–655, 664–667, 668 6. Attend to precision. Pages 641, 667
2. Reason abstractly and quantitatively. Pages 620, 638 7. Look for and make use of structure. Pages 627, 630
3. Construct viable arguments and critique the 8. Look for and express regularity in repeated
reasoning of others. Pages 620, 622, 627, 629–630, reasoning. Pages 621–623, 634, 653, 618–620,
638, 640–641, 652, 654, 664, 666 644–645, 656–658
4. Model with mathematics. Pages 620, 627, 638,
662–663
616 Chapter 9
CHAPTER
C CHHAAPPTTEE R
9x
Organizer
Study Strategy: Remember Properties
Objective: Help students apply
In math, there are many formulas, properties, and rules that you should commit strategies to understand and retain
to memory. key concepts.
To memorize a property, create flash cards. Write the name of the property on
one side of a card. Write the property on the other side of the card. You might also Online Edition
include a diagram or an example if helpful. Study your flash cards on a regular basis.
Sample Flash Card

Back
Front Study Strategy:
Remember Properties
Zf Discuss Suggest that students try
ZgZ
f2g
JNHMB>G M simple numerical examples that
H?IHP>KL
they can easily check. This may be
/ . easier than trying only to use general
I KHI>KM R /,
///// /
/// / / + / .2, statements of the properties.
Extend Have students give each
other numerical examples of various
properties, and then use these to
write general property rules.
Knowing when and how to apply a mathematical property is as important as Answers to Try This
memorizing the property itself. Possible answers:
To know what property to apply, read the problem carefully and look for key words. 1. Product of powers property; dis-
tance, miles per second, and sec-
onds indicate using the formula
A professional baseball player earns an annual salary of $5.7 x 10 6.
d = rt, and the rate and time are
There are 162 games in a baseball season. How much does the
player earn per game?
written using exponents.
2. Distributive property; area,
length, and width indicate using
The key words have been highlighted. You are asked for an amount per game so you
need to find a quotient. The annual salary is given in exponential form so you will
the formula A = lw, and “1 foot
need to use the quotient of powers property. less than twice the width” indi-
cates an expression for length
written in parentheses.
Try This
Read each problem. Then write the property needed to solve it. What key words
helped you identify the property?
1. Light travels at about 1.86 x 105 miles per second. Find the approximate distance R
Reading
that light travels in one year if there are about 3.15 x 107 seconds in a year.
Connection
C
2. The area of a rectangular pool is 120 square feet. The length is 1 foot less than
twice the width. What is the perimeter of the pool? Marvels
l of Ma
Math
by Kendall F. Haven
Haven describes 16 fascinating
Exponential Functions 617 episodes in the history of math-
ematics. He introduces each with
a short discussion of key terms;
Standards for Mathematical Content High School tells the stories in short-story
CS10_A1_MESE612225_C09RW.indd 617 2/15/11 form; and follows each story with
2:32:23 AM
INTERPRETING FUNCTIONS Understand the concept for a function and use function notation LESSON questions and activities.
CC.9-12.F.IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of 9-1, 9-3 Ext Activity After students have
the integers. studied radical expressions, have
INTERPRETING FUNCTIONS Interpret functions that arise in applications in terms of the context them read Chapter 1, Numbers
CC.9-12.F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) 9-4 Ext, 9-5 in the Sand. Ask them to write
over a specified interval. Estimate the rate of change from a graph.* about the discovery made by
the followers of Pythagoras, and
INTERPRETING FUNCTIONS Analyze functions using different representations
to explain how this discovery
CC.9-12.F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, 9-5 contradicted Pythagoras’s
numerically in tables, or by verbal descriptions).
teachings. Pythagoras believed that
LINEAR AND EXPONENTIAL MODELS Construct and compare linear and exponential models and solve problems all numbers could be expressed
CC.9-12.F.LE.1 Distinguish between situations that can be modeled with linear functions and with exponential 9-2, Lab 9-3, as a ratio of whole numbers. His
functions.* 9-3, 9-4 followers discovered √ 2 , which
CC.9-12.F.LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a 9-1, Lab 9-3, 9-3, cannot be expressed in this way.
graph, a description of a relationship, or two input-output pairs (including reading these from a table).* 9-3 Ext
Reading and Writing Math 617
section
9A Exponential Functions
One-Minute Section Planner
Lesson Lab Resources Materials
Lesson 9-1 Geometric Sequences Required

• Recognize and extend geometric sequences. graphing calculator
• Find the nth term of a geometric sequence.
□ □ □
SAT-10 ✔ NAEP ✔ ACT □✔ SAT □
✔ SAT Subject Tests
Lesson 9-2 Exponential Functions Required

• Evaluate exponential functions. graphing calculator
• Identify and graph exponential functions.
□ □
SAT-10 ✔ NAEP □ ACT □✔ SAT □
Note: If NAEP is checked, the content is tested on either the Grade 8 or the Grade 12 NAEP assessment. MK = Manipulatives Kit
Selected Answers in Student Edition
The answers to the following exercises are included in the Selected Answers section at the back of
the Student Edition textbook.
Lesson 1: 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33a, 33b, 35, 37, 39, 43a, 43b, 43c, 45,
47, 49, 51, 53
Lesson 2: 1, 3, 17, 19, 21, 23, 35, 41, 43a, 43b, 43c, 45, 47, 49, 51
All answers for the Check it Out! exercises in each lesson and for the Chapter Study Guide: Review
are included in the Student Edition.
618A Chapter 9
Math Background
GEOMETRIC SEQUENCES AND

EXPONENTIAL FUNCTIONS
Lessons 9-1 and 9-2
To understand the connection between geometric
sequences and exponential functions, we begin with
the definition of exponential function: a function of the
form y = ab x, where a ≠ 0, b > 0, and b ≠ 1. At this
point, students have seen b x defined for limited
x-values only (namely, rational numbers), but the
domain of an exponential function is all real numbers.
Students will fill in this gap in future courses and can
be assured in the meantime that they may draw a
smooth, continuous curve when graphing an
exponential function.
For a > 0, the range of an exponential function is all

positive real numbers, as illustrated in the graph of
y = 3(2) x.
y
16
(2, 12)
12
8
(1, 6)
y = 3(2)x 4
(0, 3)
x
-4 -2 0 2 4
When the domain is restricted to the whole numbers,

the graph becomes a set of discrete points, the first
few of which are shown above. The points’ y-values are
3, 6, 12, ... ; this is precisely the geometric sequence
a n = 3(2) n-1. In other words, a geometric sequence
is simply an exponential function with a restricted
domain. (Note that the domain is usually restricted
to the natural numbers, so that the first term of the
sequence corresponds to the input value 1 rather
than 0.)
618B
9-1 Organizer
Pacing: Traditional 1 day
9-1 Geometric Sequences
Block __
1
2
day
CC.9-12.F.IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the
Objectives: Recognize and integers. Also CC.9-12.F.LE.2*, CC.9-12.F.BF.2*
extend geometric sequences. Objectives Who uses this?
Recognize and extend Bungee jumpers can use geometric
Find the nth term of a geometric
geometric sequences. sequences to calculate how high they
sequence.
Find the nth term of a will bounce.
geometric sequence.
Online Edition The table shows the heights of a bungee
Vocabulary
Tutorial Videos jumper’s bounces.
geometric sequence
common ratio
The height of the bounces shown in the
table form a geometric sequence. In a
geometric sequence , the ratio of successive
terms is the same number r, called Bounce 1 2 3
the common ratio .
Warm Up Height (ft) 200 80 32
Find the value of each Geometric sequences can be thought of as functions. The term number,
expression. or position in the sequence, is the input, and the term itself is the output.
1
_ The variable a
1. 2 5 32 2. 2 -5
32 is often used to 1 2 3 4 Position
represent terms in
3. -3 4 -81 4. (-3)4 81
a sequence. The
variable a 4 (read “a 3 6 12 24 Term
5. (0.2)3 0.008 6. 7(-4)2 112 sub 4”) is the fourth a1 a2 a3 a4
7. 15 _
3 ( )
1 3 _ 5
9
term in a sequence.
To find a term in a geometric sequence, multiply the previous term by r.

8. 12(-0.4)3 -0.768
Also available online Finding a Term of a Geometric Sequence

The nth term of a geometric sequence with common ratio r is
a n = a n-1r
EXAMPLE 1 Extending Geometric Sequences

Q: What type of dress did the rect- Find the next three terms in each geometric sequence.
angle wear to the prom?
A 1, 3, 9, 27, …
A: A dress with geometric sequins. Step 1 Find the value of r by dividing each term by the one before it.
1 3 9 27
__3 = 3 __9 = 3 ___

27
=3 ← The value of r is 3.
1 3 9
Step 2 Multiply each term by 3 to find the next three terms.
27 81 243 729
Mark A Johnson/photolibrary
×3 ×3 ×3 a n = a n-1r
The next three terms are 81, 243, and 729.
618 Chapter 9 Exponential Functions

CC.9-12.F.IF.3 Recognize that
sequences are functions, sometimes
defined recursively, whose domain is a 1 Introduce
subset of the integers. CC13_A1_MESE647036_C09L01.indd 618 4/30/11 7:17:54 AM
CC.9-12.F.LE.2 Distinguish between E X P L O R AT I O N

situations that can be modeled with
Geometric Sequences
Motivate
linear functions and with exponential Have students solve the following problem:
Marcella’s grandmother wants to begin saving for Marcella’s
functions.* college education. She decides that the first year she will save $1
and that each year thereafter she will save twice as much as the You are given 1 cent on the first of 20 days. Each
c. Recognize situations in which a previous year.
1. Complete the table. day you will receive twice the amount as the pre-
quantity grows or decays by a constant Year 1 2 3 4 5 6 7
vious day. How much will you receive on the
percent rate per unit interval relative to Amount ($) 1 2 4 8 16 32 64
2. Look at the amounts in the table above. What is the ratio of 20th day? $5242.88
another. any amount to the one before it? 2
CC.9-12.F.BF.2 Write … geometric 3. Rewrite the amounts as powers of 2. Ask students how they figured out the answer.
Year 1 2 3 4 5 6 7
sequences … with an explicit formula, Amount ($) 20 21 22 23 24 25 26 Possible answer: I wrote the amount received for
use them to model situations, ….* 4. How is the exponent in each rewritten amount related to the
year? The exponent is 1 less than the year.
the first day and then doubled the amount for the
THINK AND DISCUSS
next 19 days.
5. Show how to write a rule that you can use to predict the
State Resources Online amount of money saved in year n. A 2 n1
6. Explain how you can use your rule to find the amount of
money saved in year 10. Substitute n 10 in the rule. The amount is
Explorations and answers are provided in
2 101 2 9 512.
your online resources.
618 Chapter 9
B -16, 4, -1, _
1,…

"" Ê ,,",
4
When the terms Step 1 Find the value of r by dividing each term by the one before it. ,/
in a geometric
-16 4 -1 1
_
sequence alternate 4 When finding a common ratio, stu-
between positive and dents might divide in the wrong
negative, the value __
of r is negative.
____
4
= - __
1 ___
-1
= - __
1 ___1
4
= - __ 1.
← The value of r is - _
1 order. For instance, in Example 1B,
-16 4 4 4 -1 4 4 students might divide -16 by 4 and
Step 2 Multiply each term by - __14 to find the next three terms. so on to get a common ratio of -4.
1
_ 1
-_ 1
_ -_1 Tell them they are really finding what
4 16 64 256 each term is being multiplied by to
get the next term, so the inverse
× - __
( )
1
4
× - __
1
4( ) × - __
( )
1
4
a n = a n-1r operation (division), used in reverse,
will produce r.
The next three terms are - __
1 __
, 1 , and - ___
16 64
1
256
.
Find the next three terms in each geometric sequence.

1a. 5, -10, 20, -40, … 1b. 512, 384, 288, …
Additional Examples
80, -160, 320 216, 162, 121.5
Example 1
To find the output an of a geometric
Words Numbers Algebra Find the next three terms in
sequence when n is a large number, you
need an equation, or function rule. 1st term 3 a1 each geometric sequence.
2nd term 3 · 21 = 6 a1 · r 1 A. 1, 4, 16, 64,…
The pattern in the table shows that to get 3rd term 3 · 2 = 12
2
a1 · r 2 256, 1024, 4096
the nth term, multiply the first term by the 4th term 3 · 2 3 = 24 a1 · r 3 1 1
common ratio raised to the power n - 1.
nth term 3·2 n-1
a 1 · r n-1 B. -9, 3, -1, _ , - _ ,…
3 9
_1 1 1
If the first term of a geometric sequence , -_, _
27 81 243
is a 1, the nth term is a n, and the common
ratio is r, then Example 2
A. The first term of a geometric
sequence is 500 and the com-
nth term 1st term Common ratio mon ratio is 0.2. What is the
7th term of the sequence?
EXAMPLE 2 Finding the n th Term of a Geometric Sequence 0.032
B. For a geometric sequence,
A The first term of a geometric sequence is 128, and the common ratio is a 1 = 5 and r = 2. Find the
0.5. What is the 10th term of the sequence?
6th term of this sequence. 160
a n = a 1r n-1 Write the formula.
a 10 = 128(0.5)10-1 Substitute 128 for a 1, 10 for n, and 0.5 for r. C. What is the 9th term of the
= 128(0.5)9 Simplify the exponent. sequence 2, -6, 18, -54, …?
= 0.25 Use a calculator. 13,122
B For a geometric sequence, a 1 = 8 and r = 3. Find the 5th term of this Also available online
sequence.
a 5 = 8(3)5-1 Substitute 8 for a 1, 5 for n, and 3 for r.
= 8(3)4 Simplify the exponent.
Questioning
INTERVENTION
= 648 Use a calculator.
Strategies
Questioning Strategies
EX AM P LE 1
9-1 Geometric Sequences 619

• What makes the terms in some
geometric sequences alternate
signs?
2 Teach • How do you find r when given part
of a geometric sequence?
CS10_A1_MESE612225_C09L01.indd 619 2/10/11 2:45:59 AM
Guided Instruction EX AM P LE 2
After reviewing operations with exponents, Through Critical Thinking • When finding the nth term of
show students a geometric sequence and Display the following sequence: a geometric sequence, why is r
how it can be extended with continued 3, 9, 27, 81, 243,… raised to n - 1, not n?
multiplication by r. Remind them that an Under each term, write a 1, a 2, a 3, a 4, and a 5. • How are geometric sequences and
arithmetic sequence is extended with con- Write a n directly below a 1 and ask how a 2 arithmetic sequences alike? How
tinued addition by d. Choose a sequence can be written in terms of n. a n+1 Then write are they different?
from Example 1 and show how each the rule for finding the common ratio, r: divide
term is the product of the first term and each term by the one before it. Ask how Visual Write the formula
the common ratio raised to an increasing a n+1 for a geometric sequence as
the rule can be written algebraically. r = _ an
power (starting with r 0). term wanted = first term ×
Show students that any two consecutive
terms can be used; it can be the third and common ratio (number of term wanted) - 1.
fourth terms or the fifth and sixth terms.
Lesson 9-1 619
C What is the 13th term of the geometric sequence 8, -16, 32, -64, … ?
8 -16 32 -64
Additional Examples
When writing a ____
-16
= -2 ____
32
= -2 ____
-64
= -2 The value of r is -2.
Example 3 function rule for 8 -16 32
n-1
a sequence with a a n = a 1r Write the formula.
A ball is dropped from a tower. negative common
ratio, remember a 13 = 8(-2)13-1 Substitute 8 for a1, 13 for n, and -2 for r.
The table shows the heights of
to enclose r in = 8(-2) 12
Simplify the exponent.
the ball’s bounces, which form a parentheses.
geometric sequence. What is the -2 12 ≠ (-2)12 = 32,768 Use a calculator.
height of the 6th bounce?
9.375 cm 2. What is the 8th term of the sequence 1000, 500, 250, 125, … ?
7.8125
Bounce Height (cm)
1 300
2 150
EXAMPLE 3 Sports Application
3 75 A bungee jumper jumps from a bridge. The

diagram shows the bungee jumper’s height
Also available online above the ground at the top of each bounce. &IRSTBOUNCE
The heights form a geometric sequence. What FT
is the bungee jumper’s height at the top of the
5th bounce?
Questioning
INTERVENTION 200 80 32
Strategies
Questioning Strategies 3ECONDBOUNCE
___
80
= 0.4 ___
32
= 0.4 FT
200 80 4HIRDBOUNCE
EX A M P L E 3 FT
• How can you tell whether the Substitute 200 for a1, 5
a 5 = 200(0.4)5-1
common ratio will be greater than for n, and 0.4 for r.
one or less than one? = 200(0.4)4 Simplify the exponent.
• How do you expect the sequence = 5.12 Use a calculator.

to continue? Why? The height of the 5th bounce is 5.12 feet.
Math Background The

3. The table shows a car’s value for Year Value ($)
box shows the recursive 3 years after it is purchased. The
definition of a geomet- values form a geometric sequence. 1 10,000
ric sequence; in this form, the nth How much will the car be worth in 2 8,000
term is determined using the terms the 10th year?
3 6,400
that precede it. The formula is the $1342.18
iterative definition of a geometric
sequence.
THINK AND DISCUSS

1. How do you determine whether a sequence is geometric?
2. GET ORGANIZED Copy and
complete the graphic organizer. 7>ÞÃÊÌÊ,i«ÀiÃiÌÊiiÌÀV
In each box, write a way to -iµÕiViÊ£]ÊÓ]Ê{]Ên]Êo
represent the geometric
sequence.
/>Li ÀÕ> 7À`Ã
3 Close Answers to Think and Discuss

CC13_A1_MESE647036_C09L01.indd 620 1. Possible answer: Divide each term 4/30/11 7:19:19 AM
after the first by the preceding term.

Summarize and INTERVENTION
If the quotients are all the same, the
Tell students that they have learned about Diagnose Before the Lesson sequence is geometric.
two kinds of sequences in this course: Warm Up, TE 2. See Additional Answers.
arithmetic and geometric. Arithmetic
sequences have common differences and
Monitor During the Lesson
geometric sequences have common ratios.
Check It Out! Exercises, SE
Common ratios are found by dividing each
Questioning Strategies, TE
term by the term before it. Have students
state in their own words how to find any
term in a geometric sequence. Assess After the Lesson
Lesson Quiz, TE
Alternative Assessment, TE
620 Chapter 9
9-1
11-1 Exercises 9-1 Exercises
Exercises
Homework Help Online
Parent Resources Online
KEYWORD: MA7 11-1
KEYWORD: MA7 Parent

the value that each term is mul-
the value that each term is mul-
GUIDED
GUIDEDPRACTICE
PRACTICEtiplied byby
to to
getget
thethe
next term Assignment Guide
tiplied next term
1. 1.Vocabulary
VocabularyWhat
Whatis the common
is the ratio
common of of
ratio a geometric sequence?
a geometric sequence?
Assign Guided Practice exercises
S ESEE EE XEAXMAPMLPEL E1 1 Find thethe
Find next three
next terms
three in in
terms each geometric
each sequence.
geometric sequence. as necessary.
p. 790 2. 2.2, 2,
4, 4,
8, 8, ……32,
16,16, 64,64,
32, 1281283. 3.400, 200,
400, 100,
200, 50,50,
100, …… -12,
4. 4.4, 4, -108,
36,36,
-12, ……
-108,
25,25,
12.5, 6.25
12.5, 6.25 324, -972,
324, 2916
-972, 2916 If you finished Examples 1–3
S ESEE EE XEAXMAPMLPEL E2 2 5. 5.The first
The term
first of of
term a geometric sequence
a geometric is 1,
sequence and
is 1, thethe
and common ratio
common is 10.
ratio is 10. Basic 8–33, 34–39, 43–46
p. 791 What
Whatis the 10th
is the term
10th of of
term thethe sequence?1,000,000,000
sequence? 1,000,000,000 Average 8–40, 42–46, 54
6. 6.What
Whatis the 11th
is the term
11th of of
term thethe
geometric sequence
geometric 3, 3,
sequence 6, 6,
12,12,
24,24,
…… ? 3072
? 3072 Advanced 8–16 even, 17–54
S ESEE EE XEAXMAPMLPEL E3 3 7. 7.Sports
SportsIn In
thethe
NCAA men’s
NCAA basketball
men’s basketball
Êi½ÃÊ

Êi½ÃÊ Homework Quick Check
p. 792 tournament,
tournament, 6464
teams
teams compete
compete in in >ÃiÌL>Ê/ÕÀ>iÌ
>ÃiÌL>Ê/ÕÀ>iÌ
round
round1. 1.
Fewer
Fewerteams
teams remain
remain in in
each
each Quickly check key concepts.
/i>ÃÊÀi>}
/i>ÃÊÀi>}
È{ È{
following
following round,
round,as as
shown
shown in in
thethe
graph,
graph, Èä Èä Exercises: 8, 14, 16, 24, 32, 36
until allall
until but one
but team
one team have
have been
beeneliminated.
eliminated. {ä {ä ÎÓ ÎÓ
The
Thenumbers
numbers of of
teams
teams in in
each
eachround
round form
form Óä Óä £È £È
a geometric
a geometric sequence.
sequence. How
How many
many teams
teams ä ä Diversity Exercise 7 is
£ £ Ó Ó Î Î
compete
compete in in
round
round5? 5?4 4 about a basketball tour-
,Õ`
,Õ`
nament. Have students
discuss the different types of tourna-
ments they have participated in that
PRACTICE
PRACTICEAND
ANDPROBLEM
PROBLEMSOLVING
SOLVING have a similar type of elimination
Independent
Independent Practice
Practice Find
Findthethe
next
nextthree terms
three in in
terms each geometric
each geometric sequence.
sequence. system.
ForFor SeeSee
Exercises Example
Exercises Example
8. 8.-2,
-2, -50,
10,10, 250,
-50, ……
250, 9. 9.32,32,
48,48,
72,72,
108, ……
108, 10.10.625, 500,
625, 400,
500, 320,
400, ……
320,
8–13
8–13 1 1 5 ,_ 5 ,_
11.11.6, 6,
42,42,
294, ……
294, -12,
12.12.6, 6, -48,
24,24,
-12, ……
-48, 13.13.40,40, _
10,10, 5_ 5… Answers
14–15
14–15 2 2 2 28, 8 , …
16 16 3 3 8. -1250, 6250, -31,250
14.14.The
Thefirst term
first termof of
a geometric sequence
a geometric is 18
sequence and
is 18 thethe
and common
common ratio is 3.5.
ratio What
is 3.5. is the
What is the
Extra Practice 5th5th
term
termof of
thethe sequence?2701.125
sequence? 2701.125 9. 162, 243, 364.5
Extra Practice 0.0000000001, -10
or or
0.0000000001, 1× 1010 -10
1×
See Extra
Skills Practice
Practice p. for
S24 15.15.What
Whatis the 14th
is the term
14th of of
term thethe
geometric sequence
geometric 1000,
sequence 100,
1000, 10,10,
100, 1, 1,
…… ? ? 10. 256, 204.8, 163.84
more Skills Practice and
Applications Practice p. S38
ApplicationPractice 11. 2058, 14,406, 100,842
exercises. 16.16.Physical
Physical Science
Science A ball is dropped
A ball is dropped from
froma a Bounce Height (m)(m)
Bounce Height 12. 96, -192, 384
height of of
height 500 meters.
500 meters.The table
The tableshows
shows thethe
height
height
5 5 5
of of
each bounce,
each bounce,and thethe
and heights
heights form
forma geometric
a geometric
1 1 400
400 13. _ , _ , _
sequence. How high does thetheball bounce onon
thethe 2 2 320
32 128 512
sequence. How high does ball bounce 320
8th8th
bounce?
bounce? Round
Round your answer
your answer to to
thethe
nearest
nearest 3 3 256
256
tenth of of
tenth a meter.83.9
a meter. 83.9mm
_1 _
Find thethe
Find missing term(s)
missing in in
term(s) each geometric
each sequence.
geometric sequence.
17.17.20,20, 8080
40,40, ,160
,160
, …, … 18.18.2 ,26,, 6, 5454
18,18, , …, … 19.19.9, 9, 1, 1, ,1…, …
3, 3,
3
20.20.3, 3, 4848
12,12, , 192,768
768
, …, … 21.21.7, 7,
_ ___
1 1 1 1_ 1 1, …
, , ,_
1, 1,7 , 49 400400
, 100,
25 _
25,25, 2525_
, 25
3 __
, 192, ,… 22.22. , 100, 4 ,416 , …, …
-3,6 ,6-12,
23.23.-3, , -12, -48
-48
24,24,
__
11
7 49343
, …, … 24.24. , , , 1,, 1, -3,
343
9, 9,
-3, ……
1 __
- - 1 25.25.1, 1,
17,17,
289,
16
289, , …, …49134913
9 9 3 3
Determine
Determine whether
whether each sequence
each could
sequence couldbebegeometric. If so,
geometric. give
If so, thethe
give common
common ratio.
ratio.
yes; 5
250, … yes; 5 27. 15, 5,
5
_ 5
5
_
_ 5
_ yes;
1 1__ no
3 39, 9 , … yes;3 3 28. 6, 18, 24, 38, … no
26.26.2, 2,
10,10,
50,50,
250, … 27. 15, 5, , , … 28. 6, 18, 24, 38, …
29.29.9, 9, -1,
3, 3, -5,
-1, ……nono
-5, 30.30.7, 7,
21,21,
63,63,
189, ……
189, yes; 3 3 31.31.4, 4,
yes; -2,
1, 1, -4,
-2, ……
-4, nono
9-1 Geometric
11-1 Sequences 621
Sequences
Geometric 793
M CS10_A1_MESE612225_C09L01.indd 621 2/10/11 2:46:09 AM

Make sense of problems and persevere
A1NL11S_c11_0793-0795.indd 793 6/30/09 6:12:02 PMin solving them. Exercises 7, 16, 32–33,
41, 43
Construct viable arguments and critique
the reasoning of others. Exercises 40, 42
Look for and express regularity in
repeated reasoning. Exercises 26–31,
34–39, 41, 51–54
State Resources Online
Lesson 9-1 621

Exercise 43 involves 32a. Yes, it is a 32. Multi-Step Billy earns money by mowing lawns
using a common geom. seq. with for the summer. He offers two payment plans, as
ratio to find terms in r = 2. shown at right.
a geometric sequence. This exercise a. Do the payments for plan 2 form a geometric
b. Possible answer: sequence? Explain.
prepares students for the Multi-Step Plan 1; Under Plan 2,
Test Prep. the cost for the 10th
b. If you were one of Billy’s customers, which
plan would you choose? (Assume that the
week alone is $512,
summer is 10 weeks long.) Explain your
Answers which is more than choice.
3 3 the cost for the entire
39. 12, 3,  _   ,  _    summer under 33. Measurement When you fold a piece of paper
4 16
40. Each term is multiplied by 2n-1, Plan 1. in half, the thickness of the folded piece is twice
where n is the term number. For the thickness of the original piece. A piece of copy
example, begin with the geomet- paper is about 0.1 mm thick.
ric sequence 4, 12, 36, 108, …, a. How thick is a piece of copy paper that has been
where r = 3. If r is doubled to folded in half 7 times? 1.28 cm
6, the sequence becomes 4, 24, b. Suppose that you could fold a piece of copy paper in half 12 times. How thick
144, 864, …. would it be? Write your answer in centimeters. 40.96 cm
41a, 41b. See Additional Answers. List the first four terms of each geometric sequence.
42. Divide each term by the term be- 34. a 1 = 3, a n = 3(2)n-1 35. a 1 = -2, a n = -2(4)n-1 36. a 1 = 5, a n = 5(-2)n-1
fore it to find the value of r. Then 3, 6, 12, 24 -2, -8, -32, -128 5, -10, 20, -40
()
n-1
use the formula an = a1r n-1, 37. a 1 = 2, a n = 2(2)n-1 38. a 1 = 2, a n = 2(5)n-1 1
39. a 1 = 12, a n = 12 _
4
where a1 is the first term of the 2, 4, 8, 16 2, 10, 50, 250
sequence. 40. Critical Thinking What happens to the terms of a geometric sequence when r is
doubled? Use an example to support your answer.
54, 58–60. See Additional Answers.
41. 41. Geometry The steps below describe how to make a geometric figure by repeating
the same process over and over on a smaller and smaller scale.
Step 1 (stage 0) Draw a large square.
Step 2 (stage 1) Divide the square into four equal squares.
Step 3 (stage 2) Divide each small square into four equal squares.
Step 4 Repeat Step 3 indefinitely.
a. Draw stages 0, 1, 2, and 3.
b. How many small squares are in each stage? Organize your data relating stage
and number of small squares in a table.
c. Does the data in part b form a geometric sequence? Explain. yes; r = 4
n-1
d. Write a rule to find the number of small squares in stage n. a n = 4(4) , or 4 n
42. Write About It Write a series of steps for finding the nth term of a geometric
sequence when you are given the first several terms.
43. a. Three years ago, the annual tuition at a university was $3000. The following year,
the tuition was $3300, and last year, the tuition was $3630. If the tuition has
continued to grow in the same manner, what is the tuition this year? What do
you expect it to be next year? $3993; $4392.30
b. What is the common ratio? 1.1
c. What would you predict the tuition was 4 years ago? How did you find that
value? $2727.27; divide tuition 3 years ago ($3000) by 1.1 (the common ratio).
Practice A
Practice C
Name ________________________________________ Date __________________ Class__________________
Practice B
LESSON
9-x
9-1
Geometric Sequences
Practice B 622 Chapter 9 Exponential Functions
1. −5, −10, −20, −40, … 2. 7, 56, 448, 3584… Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ Name __________
Reading Strategies Review for Mastery Rev

−80; −160; −320
3. −10, 40, −160, 640, …
28,672; 229,376; 1,835,008
5 5
LESSON
9-x
9-1 Reading Strategies
Understanding Concepts
LESSON
9-x
9-1 Reteach
Geometric Sequences Geo
4. 40, 10, , ,…
2 8 Study the information below to help you understand geometric sequences In a geometric sequence, each term is multiplied by the same number to get to the next There are two
and the formula used to find terms. term. This number is called the common ratio.
−2560, −10,240, −40,960 5 5 5 Find the 8th t
, ,
32 128 512 3 12 48 192 Method 1: Ex
5. The first term of a geometric sequence is 6 CS10_A1_MESE612225_C09L01.indd 622 The common ratio is 4. 2/10/11 2:46:11
8th term. AM
×4 ×4 ×4 Step 1: Find t
and the common ratio is −8. Find the 7th term.
40 2
Determine if the sequence Determine if the sequence =2
1,572,864 5, 10, 15, 20, … is a geometric
20 1
2, 6, 18, 54, … is a geometric
6. The first term of a geometric sequence is −3 sequence. sequence. The common
1 Divide each term by the term before it.
and the common ratio is . Find the 6th term. Divide each term by the term before it.
2 Step 2: Contin
54 18 6 20 4 15 3 10
=3 =3 =3 = = =2
3 18 6 2 15 3 10 2 5 by 2.
−
32 This is a geometric sequence; 3 is the This is not a geometric sequence; there is no 5, 10, 20, 40
7. The first term of a geometric sequence is −0.25 common ratio. common ratio.
and the common ratio is −3. Find the 10th term. Find the next three terms in the geometric sequence 1, 4, 16, 64, ….
4920.75 Step 1: Find the common ratio.
8. What is the 12th term of the geometric sequence 64 16 4

=4 =4 =4
−4, −12, −36, …? 16 4 1 The 8th term i
Complete the following about the geometric sequence 2, 6, 18, 54, … .
Step 2: Continue to multiply by the common ratio.
−708,588 1. What is the first term, a1? 2
64 × 4 = 256 256 × 4 = 1024 1024 × 4 = 4096
9. What is the 10th term of the geometric sequence 2. What is the common ratio, r ? 3
2, −6, 18, …? The next three terms are 256, 1024, and 4096.
3. Describe how you found the common ratio in problem 2.
−39,366 Possible answer: I divided each term by the previous term. Find the indica
Determine if each sequence is a geometric sequence. Explain.
10. What is the 6th term of the geometric sequence 8. a1 = 7, r = −
4. What is the next term? 162 1. 2, 4, 6, 8, … no; there is no common ratio.
50, 10, 2, …?
0.016
5. Use the formula to find the 12th term. 354,294 2. −4, 8, −16, 32, … yes; the common ratio is −2. a10 = 7 − (
11. A shoe store is discounting shoes each month. Complete the following. 1 −3584
3. 32, 16, 8, 4, … yes; the common ratio is .
A pair of shoes cost $80. The table shows the Month Price 6. Is 6, 9, 12, 15, … a geometric sequence? Explain. 2 10. The first ter
discount prices for several months. Find the cost
of the shoes after 8 months. Round your answer 1 $80.00 no; the ratios between terms (1.5, 1.3, and 1.25) are different. Find the common ratio in each geometric sequence below. Then find the commo
to the nearest cent. 7. Find the 8th term in the geometric sequence the next three terms. 11. The first te
2 $72.00
4. 1, 5, 25, 125, … 5. −6, 12, −24, 48, … the commo
3 $64.80 5, −10, 20, −40, … . −640
$38.26 8. The first term of a geometric sequence is 14
5; 625, 3125, 15,625 −2; −96, 192, −384 12. Find the 12
6. 4, 6, 9, 13.5, … 5, −15, 45,
and the common ratio is 6. Find the 5th term. 18,144 7.
1 1
, , 1, 2, …
4 2 13. Find the 8th
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. 9. Find the 9th term in the geometric sequence
4 Holt McDougal Algebra 1
256, 128, 64, 32, … . 1 1.5; 20.25, 30.375, 45.5625 2; 4, 8, 16 243, 81, 27
622
CS10_A1_MECR710549_C09L01b-a.indd 4
Chapter 9 3/2/11 12:29:19 AM
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyrig
10 Holt McDougal Algebra 1 6 Holt McDougal Algebra 1
CS10_A1_MECR710549_C09L01g-a.indd 10 3/2/11 11:47:59 AM CS10_A1_MECR710549_C09L01d-a.indd 6 3/2/11 12:36:46 AM

The incorrect choices,
44. Which of the following is a geometric sequence? A, B, and C, in
Exercise 44 are arith-
_ , 1, 3
1 _ , 2, … 3, 8, 13, 18, …
2 2 metic sequences. They have com-
-2, -6, -10, -14, … 5, 10, 20, 40, … mon differences, not common ratios.
In Exercise 45, choices F and G can
45. Which equation represents the nth term in the geometric sequence be quickly eliminated because they
2, -8, 32, -128, …?
do not include the first term, 2. To
n n
a n = (-4) a n = (-4)n-1 a n = 2(-4) a n = 2(-4)n-1 help distinguish between H and J,
have students substitute 1 for n,
46. The frequency of a musical note, measured in hertz (Hz), is called its pitch. The which will result in the first term.
pitches of the A keys on a piano form a geometric sequence, as shown.
Journal
Have students explain the difference
ÊÊ£Ê Ê ÓÊ ÊÊ ÎÊ ÊÊ{Ê between the rules used to create the
xx â ££ä â ÓÓä â {{ä â following sequences:
What is the frequency of A 7? 3, 6, 9, 12, 15,…
880 Hz 1760 Hz 3520 Hz 7040 Hz 3, 6, 12, 24, 48,…
CHALLENGE AND EXTEND

Find the next three terms in each geometric sequence. 50. x + 1, (x + 1)2, (x + 1)3
1,_1,_
1, … 1 1 , 1, … Have students write the first five
47. x, x 2, x 3, … 48. 2x 2, 6x 3, 18x 4, … 49. _ 50. _ ,_
3 2 y
(x + 1)2 x + 1 terms of a geometric sequence for
4
x ,x ,x 5 6
54x 5, 162x 6, 486x 7 y y 2
1, y, y which r is greater than one. Then
51. The 10th term of a geometric sequence is 0.78125. The common ratio is -0.5. Find have them write the first five terms
the first term of the sequence. -400 of a geometric sequence for which r
52. No; each term
52. The first term of a geometric sequence is 12 and the common ratio is __12 . Is 0 a term in is less than one. Last, have them find
of the seq. is
this sequence? Explain. the 10th and 20th terms of each of
found by multiply-
their sequences by using the formula
ing the prev. term 53. A geometric sequence starts with 14 and has a common ration of 0.4. Colin finds taught in the lesson.
by the common that another number in the sequence is 0.057344. Which term in the sequence did
ratio __
1
2
. __12 of any Colin find? the 7th term
pos. number is 54. The first three terms of a sequence are 1, 2, and 4. Susanna said the 8th term of this
always another sequence is 128. Paul said the 8th term is 29. Explain how the students found their
pos. number. answers. Why could these both be considered correct answers? 9-1
Find the next three terms in

each geometric sequence.
1. 3, 15, 75, 375,…
1875, 9375, 46,875
1 1 1
2. 5, -1,  _   , -  _    ,  _     
,…
5 25 125
_ 1 _ 1 _ 1
-        
,         , -       
625 3125 15,625
3. The first term of a geometric
sequence is 300 and the com-
mon ratio is 0.6. What is the
7th term of the sequence?
9-1 Geometric Sequences 623 13.9968
Name ________________________________________ Date __________________ Class__________________
Problem Solving
4. What is the 15th term of the
Problem solving challenge
LESSON Name ________________________________________ Date __________________ Class__________________
9-x
9-1 Challenge
Geometric Sequences
Write the correct answer.
LESSON
9-x
9-1
Series
sequence 4, -8, 16, -32,
1. A ball is dropped from 400 feet. The
table shows the height of each bounce.
2. A plant starts with 1 branch. Every year,
each branch becomes 3 branches. A
A sequence is a list of numbers that often forms a pattern. You have
worked with arithmetic sequences and geometric sequences. 64,…? 65,536
sketch of the plant for the first 3 years is A series is the sum of the terms of a sequence. You can either find a
M CS10_A1_MESE612225_C09L01.indd Bounce
623 Height (ft)
shown. How many branches will the plant partial sum of a few terms or determine what happens when you sum
2/10/11 2:46:14 AM
1 280
5. The table shows a car’s
have in year 10? infinitely many terms. (You’ll look at infinite series in Algebra 2.)
2 196 The Greek capital letter sigma (∑) is often used to represent summation in
3 137.2 mathematics. Numbers above and below sigma tell you which terms to sum.
Find the height of the ball on the 6th
5
For example, ∑ represents the partial sum of the 1st to 5th terms. value for 3 years after it is
bounce. Round your answer to the n =1
nearest tenth of a foot.
47.1 feet 19,683 branches
Find the partial sums of these arithmetic series.
5
purchased. The values form
1. 4 +{
∑ 4 + (n − 1) (3) = { 7 +1 0+ 1 3+ 1 6 = 50 { +
a geometric sequence. How
{ { {
3. Jeanette started selling bagels to How many branches would the plant n =1 n =1 n=2 n=3 n=4 n =5 n=3
offices in her area. Her sales for the have in year 10 if the plant had 8
first 3 months are shown in the table. 5 branches the first year? (Each branch 2. ∑ − 10 + (n − 1) (2) = − 10 + − 8 + − 6 + {
− 4 + −2 + 0 + 2 + 4
much will the car be worth

{ { { { { { {
still becomes 3 branches every year.) n =1 n =1 n=2 n=3 n=4 n=5 n=6 n=7 n=8
Month Sales ($)
1 $200.00 98,415 branches = −24
2 $230.00 3.
6
∑ 23 + (n − 1) (−5) = 23 + 18 + 13 + 8 + 3 + (−2) = 63 after 8 years? $5770.39
3 $264.50 n =1
If this trend continues, find the amount 4 1 5 3 7 11 3

Year Value ($)
1 ⎛ 1⎞
of Jeanette’s sales in Month 8.
4. ∑ 2
+ ( n − 1) ⎜ ⎟ = + + + = or 2
n =1 ⎝8⎠ 2 8 4 8 4 4
$532 10
5. ∑ −7 + (n − 1) (−1.2) = −11.8 + (−13) + (−14.2) + (−15.4) + (−16.6) + (−17.8) = −88.8
The table shows the number of houses in a new subdivision. Use the table to answer
questions 4–7. Select the best answer.
n=5
Caution! 1 18,000
Find the partial sums of these geometric series.
2 15,300
Month Houses 6. Management decides the subdivision is
5
complete when the number of houses 4 +1 2+ {
36 + 1 324 = 484
08 + {
1 3
reaches 48. When will this happen?
6. ∑ 4(3) n − 1 = { { {
n =1
2 6 n =1 n=2 n=3 n=4 n=5
A
3 12 Month 5 C Month 7
3 13,005
8
4 24 B Month 6 D Month 8
7. ∑ − 10(2) n − 1 = − 10 + − 20 + − 40 + − 80 + − 160 + − 320 + − 640 + − 1280
{ { { { { { { 1 424 3
n =1 n =1 n=2 n=3 n=4 n=5 n=6 n=7 n=8
4. The number of houses forms a 7. Suppose the number of houses tripled
geometric sequence. What is r ? = −2550
every month. How many more houses
6
A 0.5 C 3 would be in the subdivision in Month 4?
(The number of houses in Month 1 is
8. ∑ 3(−2) n −1
=3 + (−6) + 12 + (−24) + 48 + (−96) = −63 Also available online
B 2 D 6
still 3.)
n =1
5. Assuming that the trend continues, 4

⎛ 1⎞
n −1
1 85 1
F 48 H 72 9. ∑ 16 ⎜⎝ 4 ⎟⎠ = 16 +4+1+ = or 21
how many houses would be in the
G 57 J 81
n =1 4 4 4
subdivision in Month 6?
10
⎛ 2⎞
n −1
32 64 ⎛ 128 ⎞ 256 ⎛ 512 ⎞ 1024 −4256
F 36 H 60 10. ∑ −6 ⎜⎝ − 3 ⎟⎠ = − + + ⎜− ⎟+ ⎜− ⎟+ = ≈ −0.649
623
27 81 ⎝ 243 ⎠ 729 ⎝ 2187 ⎠ 6561 6561
Lesson 9-1
n=5
G 48 J 96
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
9 Holt McDougal Algebra 1 Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
CS10_A1_MECR710549_C09L01f-a.indd 9 3/2/11 12:46:19 AM

9-2 Organizer
9-2 Exponential Functions
Block __
1
2
day
CC.9-12.F.IF.7e Graph exponential … functions, showing intercepts and end behavior, …. Also CC.9-12.F.LE.1*,
Objectives: Evaluate exponential CC.9-12.F.IF.4*, CC.9-12.F.IF.8, CC.9-12.A.REI.10 ÃiVÌÊ*«Õ>Ì
functions. Objectives Who uses this?
Evaluate exponential xä
Identify and graph exponential Scientists model populations with {x
*«Õ>Ì
functions. exponential functions.
functions. {ä
Identify and graph Îx
exponential functions. Îä
The table and the graph show an insect
Online Edition Óx
population that increases over time.
Tutorial Videos, Graphing Vocabulary Óä
exponential function £x
calculator £ä
Time (days) Population
x
0 2
Countdown ×3 ä £ Ó Î { x
1 6 /iÊ`>ÞÃ®
×3
2 18
×3
3 54
x
A function rule that describes the pattern above is f (x) = 2(3) . This type
of function, in which the independent variable appears in an exponent, is
Warm Up an exponential function . Notice that 2 is the starting population and 3 is the
amount by which the population is multiplied each day.
Simplify each expression.
Round to the nearest whole
number if necessary. Exponential Functions
1. 3 2
9 2. 5 625 4 An exponential function has the form f(x) = ab x, where a ≠ 0, b ≠ 1, and b > 0.
2
3. 2(3)3
54 4. _ (3) 4
54
3
1
_
5. -5(2) -160 6. - (4) -32
5 3
EXAMPLE 1 Evaluating an Exponential Function
2
(
7. 100 0.5 ) 2
25 x
A The function f (x) = 2(3) models an insect population after x days.
What will the population be on the 5th day?
8. 3000(0.95)8 1990 x
f (x)= 2(3) Write the function.
Also available online f (5) = 2(3)5 Substitute 5 for x.
= 2(243) Evaluate 3 5.
= 486 Multiply.
There will be 486 insects on the 5th day.
x
B The function f (x) = 1500(0.995) , where x is the time in years, models a
In Example 1B, round prairie dog population. How many prairie dogs will there be in 8 years?
your answer to x
Exponential Function: Why is my f (x) = 1500(0.995)
the nearest whole
energy level falling? number because f (8) =1500(0.995) 8
Substitute 8 for x.
Doctor: Your common ratio is below there can only be ≈ 1441 Use a calculator. Round to the nearest whole
a whole number of number.
one. Your energy levels will rise if prairie dogs.
your common ratio is above one. There will be about 1441 prairie dogs in 8 years.
x
1. The function f (x) = 8(0.75) models the width of a photograph
in inches after it has been reduced by 25% x times. What is the
3.375 in. width of the photograph after it has been reduced 3 times?

CC.9-12.F.IF.7 Graph functions
expressed symbolically and show key
features of the graph, by hand in simple 1 Introduce
cases and using technology for more CC13_A1_MESE647036_C09L02.indd 624 5/2/11 6:16:02 PM
complicated cases.* E X P L O R AT I O N
e. Graph exponential … functions, show-
Motivate
ing intercepts and end behavior, …. Write 6, 12, 24, 48 . . . on the board. Remind
A biologist is studying bacteria growth. He begins with 10 bacteria
CC.9-12.F.LE.1 Distinguish between in a Petri dish. The number of bacteria doubles each hour.
students that this is a geometric sequence with
1. Complete the middle column of the table to show the rate of
situations that can be modeled with bacteria growth. a common ratio of 2. Tell students that in this
linear functions and with exponential Hour
0
Bacteria
10
Exponential Form
10 S2 D 0 lesson they will study functions very similar
functions.* 1
2
20
40
10 S2 D 1
10 S2 D 2 to geometric sequences. But unlike geometric
c. Recognize situations in which a 3
4
80
160
10 S2 D 3
10 S2 D 4 sequences, which have discrete terms, these new
quantity grows or decays by a constant 5 320 10 S2 D 5
functions will be continuous. The graphs of these
2. Complete the right-hand column of the table, which shows the
percent rate per unit interval relative to number of bacteria written as a power of 2.
new functions will be unbroken.
3. Look for a pattern in the table to help you write an equation for
another. the number of bacteria B in terms of the number of hours h.
B 10 T2 E h
THINK AND DISCUSS
4. Explain how to use your equation to find the number of
Explorations and answers are provided in
State Resources Online 15
bacteria after 15 hours. Substitute 15 for h; B 10 T2 E 327,680
5. Describe how your equation would be different if the biologist
had started with 12 bacteria. B 12 T2 E h
624 Chapter 9
Remember that linear functions have x f(x) = 2(3)
x

"" Ê ,,",
constant first differences and quadratic
functions have constant second differences. 1 6 ,/
+1 ×3
Exponential functions do not have constant 2 18
differences, but they do have constant ratios. +1 ×3 When generating ordered pairs for
3 54
exponential functions, students may
As the x-values increase by a constant +1 4 162 ×3
multiply a by b and then raise that
amount, the y-values are multiplied by a
constant amount. This amount is the constant
product to x. Remind students to use
ratio and is the value of b in f (x) = ab x. the correct order of operations.
EXAMPLE 2 Identifying an Exponential Function

Tell whether each set of ordered pairs satisfies an exponential function.
Additional Examples
Explain your answer.
⎧ ⎫ ⎧ ⎫
A ⎨(-1, 1.5), (0, 3), (1, 6), (2, 12)⎬ B ⎨(-1, -9), (1, 9), (3, 27), (5, 45)⎬ Example 1
⎩ ⎭ ⎩ ⎭
x y x y
A. The function f(x) =
x
500(1.035) models the
-1 1.5 -1 -9
+1 ×2 +2 × (-1) amount of money in a certifi-
0 3 1 9
+1 ×2 +2 ×3 cate of deposit after x years.
1 6 3 27
5 How much money will there
+1 2 12 ×2 +2 5 45 ×_
3 be in 6 years? $614.63
This is an exponential function. As This is not an exponential function. B. The function f(x) =
x
the x-values increase by a constant As the x-values increase by a constant 200,000(0.98) , where x is
2a. No; as the x-values amount, the y-values are multiplied amount, the y-values are not multiplied the time in years, models the
change by a constant by a constant amount. by a constant amount.
amount, the y-values population of a city. What will
are not multiplied by a the population be in 7 years?
Tell whether each set of ordered pairs satisfies an exponential
constant amount. function. Explain your answer. about 173,625
⎧ ⎫ ⎧ ⎫
2b. Yes; as the x-values 2a. ⎨(-1, 1), (0, 0), (1, 1), (2, 4)⎬ 2b. ⎨(-2, 4), (-1, 2), (0, 1), (1, 0.5)⎬
⎩ ⎭ ⎩ ⎭ Example 2
change by a constant
amount, the y-values are To graph an exponential function, choose several values of x (positive, negative, and Tell whether each set of ordered
multiplied by a constant 0) and generate ordered pairs. Plot the points and connect them with a smooth curve. pairs satisfies an exponential
amount. function. Explain your answer.
EXAMPLE 3 Graphing y = ab x with a > 0 and b > 1

A. {(0, 4), (1, 12), (2, 36),
x (3, 108)} Yes; as the
Graph y = 3(4) .
3a. x-values change by a constant

y Choose several values of x Graph the ordered pairs and
amount, the y-values are mul-
and generate ordered pairs. connect with a smooth curve.
tiplied by a constant amount.
x Þ
x x y = 3(4) xä B. {(-1, -64), (0, 0), (1, 64),
-1 0.75
{ä (2, 128)} No; as the x-values
0 3 change by a constant amount,
3b. y 1 12
Îä
the y-values are not multiplied

2 48 Óä by a constant amount.
£ä
x Example 3
Ý
x
{ Ó ä Ó { Graph y = 0.5(2) .
x y
3a. Graph y = 2 x. 3b. Graph y = 0.2(5) .
4
2
9-2 Exponential Functions 625 x
-2 0 2 4
2 Teach Also available online

Guided Instruction
In Example 1, point out that b in an Through Graphic Organizers Questioning
exponential function corresponds to r in
INTERVENTION
To show why the exponent in a geometric Strategies
a geometric sequence. Explain that these sequence has 1 subtracted from the vari-
predictions are accurate only if all condi- able but an exponential function does not,
tions remain the same throughout the EX AM P LES 1 – 2
create the following chart, which corre-
given time period. sponds to Example 1A. • How do you know the exponent
When graphing exponential functions, applies to b and not ab?
explain that b = 1 represents no change 1st 2nd 3rd 4th 5th 6th
(no growth or decline—the graph is linear), Term Term Term Term Term Term EX AM P LE 3
so b > 1 represents growth and b < 1 rep- 2 6 18 54 162 486 • What are the domain and range of
resents decline. After After After After After After an exponential function if both a
0 days 1 day 2 days 3 days 4 days 5 days and b are positive?
Lesson 9-2 625

Transformations The EXAMPLE 4 Graphing y = ab x with a < 0 and b > 1
graph of y = -ab x is a Graph y = -5(2) .
x
4a.
reflection of y = ab x over
y
x Choose several values of x Graph the ordered pairs and
the x-axis. and generate ordered pairs. connect with a smooth curve.
x Þ Ý
x y = -5(2)
{ ä Ó {

-1 -2.5
0 -5
Additional Examples 4b. y n
x 1 -10
Example 4
2 -20 £Ó
1
Graph y = - _ (2) .
x
£È
4

y Óä
x
0 4
-2 4a. Graph y = -6 x. 4b. Graph y = -3(3) .
x
-4
EXAMPLE 5 Graphing y = ab x with 0 < b < 1

Example 5
Graph each exponential function.
Graph each exponential
A y=3 _ (2)
x
1
function.
( )
x
1
A. y = -1 _ Choose several values of x Graph the ordered pairs and
4 and generate ordered pairs. connect with a smooth curve.
y
(__12 )
x
1 x Þ
x y=3 n
-2 0 2
-1 6 È
0 3
1 1.5
2 0.75 Ó
x Ý
B. y = 4(0.6) { Ó ä Ó {
y
x
B y = -2(0.4)
4 Graph the ordered pairs and
Choose several values of x
2 and generate ordered pairs. connect with a smooth curve.
x x Þ
x y = -2(0.4)
0 2 4 6
5a. y Ý
-2 -12.5 { Ó ä {
Also available online -1 -5
0 -2 n
x
1 -0.8
£Ó
Questioning
INTERVENTION
Strategies
Questioning Strategies 5b. y x £È

EX A M P L ES 4 –5
()
x
• How can the values of a and b 1
5a. y = 4 _ 5b. y = -2(0.1)
x
tell you which direction the graph 4

takes and in which quadrants the
graph is located?
Inclusion Point out to
students that, unlike linear
functions, b in an exponen- Teacher to Teacher
tial function is not the y-intercept. CS10_A1_MESE612225_C09L02.indd 626 2/10/11 3:08:11 AM
As students study exponential if you multiply something over

functions, it is critical that they and over by 5, as in y = 5 x,
understand why the base b > 1 versus multiplying it over and
makes the graph of y = ab x
(where a is positive) increase
over by _1 , as in y = _1 x.
5 5 ()
Once students understand how
while the base 0 < b < 1 the base b affects the graph of
makes it decrease. y = ab x, where a > 0, they can
Students need plenty of real- more easily remember how
world examples to help them a < 0 affects the graph of
understand the connection y = ab x by thinking of it as a Jennifer Bauer
between the common ratio reflection across the x-axis. East Haven, CT
and the base b. For example,
you can discuss what happens
626 Chapter 9
The box summarizes the general shapes of exponential function graphs.

"" Ê ,,",
,/
Graphs of Exponential Functions
Students might use the word slope
Þ Þ
>ÊÊÊä Ê
when describing exponential func-
Ý >Ê ÊÊäÊ Ê Ý tions. Remind them that slope, when
> Ê ÊÊäÊ
referring to linear functions, refers to
> Ê äÊ
a constant rate of change.
For y = ab x, if b > 1, then the graph For y = ab x, if 0 < b < 1, then the Multiple Representations
will have one of these shapes. graph will have one of these shapes. In Example 6, students
could also graph the func-
tion and trace as close to y = 7 as
EXAMPLE 6 Statistics Application possible.
In the year 2000, the world population was about 6 billion, and it
was growing by 1.21% each year. At this growth rate, the function
x
f (x) = 6(1.0121) gives the population, in billions, x years after 2000.
Using this model, in about what year does the population reach 7 billion?
Additional Examples
Enter the function into the Y= editor of a
graphing calculator. Example 6
In 2000, each person in India
consumed an average of
The function values
give the population 13 kg of sugar. Sugar consump-
in billions, so a tion in India is projected to
y-value of 7 means increase by 3.6% per year. At
7 billion.
Press . Use the arrow keys to this growth rate, the function
x
find a y-value as close to 7 as possible. The f(x) = 13 (1.036) gives the aver-
corresponding x-value is 13. age yearly amount of sugar, in
kilograms, consumed per person
x years after 2000. Using this
model, in about what year does
The world population reaches 7 billion in about 2013. sugar consumption average
about 18 kg per person? 2009
x
6. An accountant uses f (x) = 12,330(0.869) , where x is the time
in years since the purchase, to model the value of a car. When Also available online
will the car be worth $2000? after about 13 yr
Questioning
INTERVENTION
Strategies
THINK AND DISCUSS
1. How can you find the constant ratio of a set of exponential data?
EX AM P LE 6
2. GET ORGANIZED Copy and complete the graphic organizer. In each • Why is the x-value not the answer
box, give an example of an appropriate exponential function and sketch to the question?
its graph. • What types of conditions could
Ý«iÌ>ÊÕVÌÃ\ÊÞÊÊ>ÊLÊÝ change this prediction?
>ÊÊä]ÊLÊÊ£ >ÊÊä]ÊLÊÊ£ >ÊÊä]ÊäÊÊLÊÊ£ >ÊÊä]ÊäÊÊLÊÊ£
9-2 Exponential Functions 627

M CC13_A1_MESE647036_C09L02.indd 627 1. Possible answer: Make a table of val-
4/30/11 7:22:11 AM
ues. Use x-values that change by the

same amount each time as you move
x down the column. Then divide each
Write f(x) = ab on the board. Point out the Diagnose Before the Lesson
initial amount a, the common ratio b, and Warm Up, TE y-value, starting with the second row,
the independent variable x. Remind stu- by the y-value before it. The quotient is
dents that the independent variable always the common ratio.
serves as the exponent in an exponential 2. See Additional Answers.
function. Then review the different shapes
of exponential graphs. If a is positive, then
the range is all positive numbers greater
than 0, with an increasing graph for values Assess After the Lesson
of b greater than one. If a is negative, the Lesson Quiz, TE
graph is reflected across the x-axis. Alternative Assessment, TE
Lesson 9-2 627

9-2 Exercises 9-2
Exercises Homework Help Online
Assignment Guide GUIDED PRACTICE

1. Vocabulary Tell whether y = 3x 4 is an exponential function. Explain your answer.
Assign Guided Practice exercises No; there is no variable in the exponent.
x
SEE EXAMPLE 1 2. Physics The function f (x) = 50,000(0.975) , where x represents the underwater
as necessary.
depth in meters, models the intensity of light below the water’s surface in lumens per
If you finished Examples 1–2 square meter. What is the intensity of light 200 meters below the surface? Round your
Basic 18–24, 38–42 answer to the nearest whole number. 316 lumens/m2
Average 18–24, 35, 38–42 SEE EXAMPLE 2 Tell whether each set of ordered pairs satisfies an exponential function. Explain
Advanced 18–24, 35, 38–42 your answer.
⎧ ⎫ ⎧ ⎫
3. ⎨(-1, -1), (0, 0), (1, -1), (2, -4)⎬ no 4. ⎨(0, 1), (1, 4), (2, 16), (3, 64)⎬ yes
If you finished Examples 1–6 ⎩ ⎭ ⎩ ⎭
Basic 18–34, 38–43, 45–47
Average 18–34 even, 35–47, 51
SEE EXAMPLE 3 5. y = 3 x 6. y = 5 x
Advanced 18–34 even, 35–51 x x
7. y = 10(3) 8. y = 5(2)
Homework Quick Check SEE EXAMPLE 4 9. y = -2(3)
x
10. y = -4(2)
x
Quickly check key concepts. x x

11. y = -3(2) 12. y = 2(3)
Exercises: 18, 22, 26, 28, 32,
() ()
x x
34, 40 SEE EXAMPLE 5
1
13. y = - _ 1
14. y = _
4 3
15. y = 2(_
4)
x
1 16. y = -2(0.25)
x
Answers x
SEE EXAMPLE 6 17. The function f (x) = 57.8(1.02) gives the number of passenger cars, in millions, in
3. As the x-values change by a
the United States x years after 1960. Using this model, in about what year does the
constant amount, the y-values number of passenger cars reach 200 million? about 2023
are not multiplied by a constant
amount.
4. As the x-values change by a con- PRACTICE AND PROBLEM SOLVING
()
x
stant amount, the y-values are Independent Practice 18. Sports If a golf ball is dropped from a height of 27 feet, the function f (x) = 27 __23
multiplied by a constant amount. For See
5. y
Exercises Example
18–20 1 the height of the 4th bounce? 5 1 ft _
gives the height in feet of each bounce, where x is the bounce number. What will be
6
21–24 2
3 x
19. Suppose the depth of a lake can be described by the function y = 334(0.976) ,
25–27 3 where x represents the number of weeks from today. Today, the depth of the lake
3 28–30 4 is 334 ft. What will the depth be in 6 weeks? Round your answer to the nearest
x
31–33 5 whole number. 289 ft
34 6
-4 0 2 20. Physics A ball rolling down a slope travels continuously faster. Suppose the
x
Extra Practice function y = 1.3(1.41) describes the speed of the ball in inches per minute. How fast
6–16. See Additional Answers.
See Extra Practice for will the ball be rolling in 15 minutes? Round your answer to the nearest hundredth.
21–24. For explanations, see more Skills Practice and
Applications Practice
225.02 in./min
Additional Answers. exercises. Tell whether each set of ordered pairs satisfies an exponential function. Explain
your answer.
⎧ ⎫ ⎧ ⎫
21. ⎨(-2, 9), (-1, 3), (0, 1), 1, __13 ⎬ yes
⎩ ⎭ ⎩
( )
22. ⎨(-1, 0), (0, 1), (1, 4), (2, 9)⎬ no
⎭
⎧ ⎫ ⎧ ⎫
23. ⎨(-1, -5), (0, -3), (1, -1), (2, 1)⎬ no 24. ⎨(-3, 6.25), (-2, 12.5), (-1, 25), (0, 50)⎬
⎩ ⎭ ⎩ yes ⎭

Make sense of problems and persevere Name ________________________________________ Date ___________________ Class __________________ Name ________________________________________ Date ___________________ Class __________________
Reading Strategies Review for Mastery

in solving them. Exercises 2, 17–20,
LESSON
9-x
9-2 READING STRATEGIES
Analyzing Information
LESSON
9-x
9-2
RETEACH
An exponential function is always in the form f (x) abx. And the graph of an exponential An exponential function has the independent variable as the exponent.
34–36, 43 function is always the same general shape. But the values of a and b determine the quadrants
the graph is in, and the “direction” in which the graph is facing. Analyze the information in the
y 3x and y 2 (0.5)x are exponential functions.
A set of ordered pairs satisfies an exponential function if the yvalues are multiplied
examples below.
by a constant amount as the xvalues change by a constant amount.
Construct viable arguments and critique CS10_A1_MESE612225_C09L02.indd 628
y 2(3)x y 2(3)x Tell whether the following ordered pairs satisfy an exponential function.
2/10/11 3:08:26 AM
the reasoning of others. Exercises 37, 44 a0

b1
a0
b1
x
3
y
4 Think 4 ? 12.
x
1
y
2 Think 2 ? 4.
5 12 Think 12 ? 36. 2 4 Think 4 ? 6.
Use appropriate tools strategically. 7 36 Think 36 ? 108. 3 6 Think 6 ? 8.
9 108 4 8
Exercises 38–39 y abx The x-values increase by the constant The x-values increase by the constant
amount 2. amount 1.
Look for and make use of structure. a0

0b1
a0
0b1
Each y-value is multiplied by the constant
amount 3.
The y-value is multiplied by 2, then 1.5,
Then 1.3. There is no constant ratio.
Exercise 51 § 1·
y 2¨
x
§ 1·
y 2¨
x
This is an exponential function. This is not an exponential function.
The population of a school can be described by the function f(x) 1500 (1.02)x,
© 3 ¹̧ © 3 ¹̧ where x represents the number of years since the school was built. What will
be the population of the school in 12 years?
Look for and express regularity in f (x) 1500 (1.02)x
Respond to each statement by writing sometimes, always, or never. f (12) 1500 (1.02)12 Substitute 12 for x.
repeated reasoning. Exercise 47 1. When a is negative, the graph of
y abx is contained entirely in quadrants
2. When b is a fraction, the graph of
y abx is contained entirely in
1902 Round number of people to the nearest whole number.
III and IV. quadrants I and II. Tell whether the ordered pairs satisfy an exponential function.
always sometimes 1. x y 2. x y 3. x y
3. The y-intercept of y abx is at a. 4. The graph of y abx is a straight line. 1 1.5 2 2
1 1
always never 2 3 2 2 1 10
5. Complete the table of values and 3 6 3 6 0 50
sketch the graph of y 3(2)x. 4 12 4 24 1 250
x y
yes no yes
State Resources Online 1

3
2
5. A population of pigs is expected to increase at a rate of 4% each
year. If the original population is 1000, the function f (x) 1000 (1.04)x
0 3 gives the population in x years. What will be the population in 12 years? 1601
1 6
2 12
628 Chapter 9
Graph each exponential function. Exercise 43 involves
25. y = 1.5 x 1 (3)x
26. y = _ 27. y = 100(0.7)
x evaluating exponen-
3 tial functions. This
28. y = -2(4)
x
29. y = -1(5)
x 1 (4)x
30. y = - _ exercise prepares students for the
2 Multi-Step Test Prep.
Technology
() ()
x x
1
31. y = 4 _ 1
32. y = -2 _ 33. y = 0.5(0.25)
x
2 3
34. Technology Moore’s law states that the maximum number of transistors that
Answers
can fit on a silicon chip doubles every two years. The function f (x) = 42(1.41)
x
25. y
6
models the number of transistors, in millions, that can fit on a chip, where x is the
number of years since 2000. Using this model, in what year can a chip hold 1 billion
transistors? about 2009 3
35. Multi-Step A computer randomly creates three different functions. The functions x
x x
are y = (3.1x + 7)2, y = 4.8(2) , and y = __15 (6) . The computer then generates the y -5 0 1
value 38.4. Given the three different functions, determine which one is exponential
x 26.
and produces the generated number. y = 4.8(2) 6
y
Early silicon chips
were about the size of 36. Contests As a promotion, a clothing store draws the
your pinky finger and name of one of its customers each week. The prize is 3
held one transistor. a coupon for the store. If the winner is not present at
Today, chips the size the drawing, he or she cannot claim the prize, and the x
of a baby’s fingernail -4 0 2
amount of the coupon increases for the following week’s
hold over 100 million x
transistors. drawing. The function f (x) = 20(1.2) gives the amount 27.
of the coupon in dollars after x weeks of the prize going 100
unclaimed. 90
a. What is the amount of the coupon after 2 weeks of 80
the prize going unclaimed? $28.80 70
60
36b. after 9 weeks b. After how many weeks of the prize going unclaimed
50
will the amount of the coupon be greater than $100? 40
c. What is the original amount of the coupon? $20 IIÕÃÌÊLiÊ«ÀiÃiÌÊÌÊÜtII 30
d. Find the percent increase each week. 20% 20
10
37. If the value of 37. Critical Thinking In the definition of exponential function, the value of b cannot
b were 1, the func- be 1, and the value of a cannot be 0. Why? 0 1 2 3 4 5 6 7 8 9
tion would be 28. y x
Graphing Calculator Graph each group of functions on the same screen. How
constant. If the
are their graphs alike? How are they different? -5 1
value of a
() () ()
x x x
were 0, the function 38. y = 2x, y = 3x, y = 4x 1 ,y= _
39. y = _ 1 ,y= _ 1 -3
would be the con- 2 3 4
stant function y = 0. -6
Evaluate each of the following for the given value of x.
x x
40. f (x) = 4 ; x = 3 64 x
41. f (x) = -(0.25) ; x = 1.5 42. f (x) = 0.4(10) ; x = -3
29–33, 38–39. See Additional
-0.125 0.0004, or 4 × 10 -4
Answers.
43. a. The annual tuition at a community college since 2001 is modeled by the
n
equation C = 2000(1.08) , where C is the tuition cost and n is the number of
years since 2001. What was the tuition cost in 2001? $2000
b. What is the annual percentage of tuition increase? 8%
c. Find the tuition cost in 2006. $2938.66
Lucidio Studio, Inc./Alamy
Practice A
Practice C
Name ________________________________________ Date ___________________ Class __________________
9-2 Exponential Functions 629

LESSON
9-x
9-2
Practice B
Practice B
1. If a basketball is bounced from a height of 15 feet, the function
Name ________________________________________ Date ___________________ Class __________________ f(x) = 15 (0.75)x gives the height of the ball in feet of each bounce,
where x is the bounce number. What will be the height of the
LESSON
9-x
9-2
Problem Solving
Problem solving
Exponential Functions LESSON Challenge
challenge
Name ________________________________________ Date ___________________ Class __________________
5th bounce? Round to the nearest tenth of a foot.
9-x
9-2
3.6 feet
Write the correct answer. Exploring Reciprocals and Reflections
1. The function f (x) = 6 (1.5)x models the 2. A population of 550 rabbits is Tell whether each set of ordered pairs satisfies an exponential
The diagram at right shows a triangle and its reflection across the
length of a photograph in inches after increasing by 2.5% each year. The y−axis. Notice that the triangle and its reflection are congruent figures.
function. Explain your answer.
the photo has been enlarged by 50% function y = 5.5 (1.025)x gives the 2. {(2, 4), (4, 8), (6, 16), (8, 32)} yes, as the x-values increase by 2, the y
M CS10_A1_MESE612225_C09L02.indd
x times.629 population of rabbits, in hundreds, x Graph each pair of functions on the grid provided. Describe 2/10/11 3:08:28 AM
years from now. About how long will it how the bases of the exponential functions are related. Then
values are multiplied by 2.
a. What is the length of the photograph
after it has been enlarged 4 times? take the population to reach 600 rabbits? describe how each graph is related to the other. 3. {(−2, 5), (−1, 10), (0, 15), (1, 20)} no, as the x-values increase by 1, the
1200 rabbits?
y-values are not multiplied by a constant amount.
X X
30.375 in. ⎛ 1⎞
1. y = 2x and y = ⎜ ⎟
⎛ 1⎞
2. y = 3x and y = ⎜ ⎟
4 years ⎝ 2⎠ ⎝ 3⎠ 4. {(1, 750), (2, 150), (3, 30), (4, 6)} yes, as the x-values increase by 1, the
b. Graph the function.
32 years 1
y-values are multiplied by
5
3. The function y = 200 (1.0004)x models
the balance on a customer’s line of credit ⎪⎧⎛ 1⎞ ⎫⎪
5. ⎨⎜ −5, ⎟ , (0, 1), (5, 3 ), (10, 9 ) ⎬ yes, as the x-values increase by 5, the
x days after the end of the grace period ⎩⎪⎝ 3⎠ ⎭⎪
(the time when no interest accumulates).
If Jack does not make any payments, y-values are multiplied by 3.
determine Jack’s balance 30 days after
the grace period ends. Graph each exponential function.
x
⎛ 1⎞
$202.41 The bases are reciprocals. The bases are reciprocals. 6. y = 5(2)x 7. y = −2(3)x 8. y = 3 ⎜ ⎟
⎝2⎠
The graphs are reflections The graphs are reflections
across the y-axis. across the y-axis.
4. The function f (x) = 2300 (0.995)x models enrollment
X
⎛ 1⎞
in a high school, where x is the number of years after 3. Let b be a number greater than 1. Consider y = bx and y = ⎜ ⎟ . Write a statement that
⎝b⎠
2005. Use the model to estimate the enrollment in 2013. 2210 describes how the bases are related and how the graphs are related.
The bases are reciprocals of one another and the graphs are reflections of
A lake was stocked with fish in early April. Select the best answer.
one another across the y-axis.
5. The function f (x) = 300(0.85)x models the 6. The function f (x) = 75(1.2)x models the Explain why the graphs in each pair are reflections of one another
number of landlocked salmon in the lake number of rainbow trout in the lake x across the y-axis.
x months after the lake was stocked. years after 2005. Likewise, the function X
Which is the best estimate of the number f (x) = 105 (1.08)x models the number of ⎛ 1⎞
4. y = 10x and y = ⎜ ⎟ 5. y = 5x and y = 0.2x
of landlocked salmon in early July? perch in the lake for the same time ⎝ 10 ⎠
A 157 C 217 period. Which statement is NOT true? 1 ⎛ 1⎞ In the year 2000, the population of Virginia was about 7,400,000.
Because 10 and Because 0.2 = ⎜ ⎟ and 5
B 184 D 255
A The population of perch will reach 10 ⎝5⎠ Between the years 2000 and 2004, the population in Virginia grew
120 before the population of rainbow 1 at a rate of 5.4%. At this growth rate, the function f(x) = 7,400,000 (1.054)x
7. The function f (x) = 400 (1.05)x models trout does. are reciprocals and are reciprocals gives the population x years after 2000.
5
the number of bass x months after the
lake was stocked. During what month will
B In 2009, the number of rainbow trout ⎛ 5⎞
X
9. In what year will the population reach 15,000,000? 2014
will exceed the number of perch. 6. y = 4x and y = 4−x 7. y = ⎜ ⎟ and y = 1.25−x
the population reach 600? ⎝ 4⎠
10. In what year will the population reach 20,000,000? 2019
F September H November C In 2007, the number of rainbow trout x −x x
⎛ 1⎞ ⎛5⎞ ⎛4⎞
will be less than 100. Because 4 − x = ⎜ ⎟ and 4 Because 1.25 − x = ⎜ ⎟ = ⎜ ⎟ Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
G October J December ⎝4⎠ ⎝4⎠ ⎝5⎠ 12 Holt McDougal Algebra 1
D In 10 years, there will be at least
1 5 4
twice as many rainbow trout as and are reciprocals and and are reciprocals
629
4 4 5
perch.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Lesson 9-2 3/2/11 12:56:46 AM
CS10_A1_MECR710549_C09L02f-a.indd 17 3/2/11 1:14:29 AM CS10_A1_MECR710549_C09L02e-a.indd 16 3/2/11 1:08:07 AM

Students who chose 44. Write About It Your employer offers two salary plans. With plan A, your salary is
A or B in Exercise 45 f (x) = 10,000(2x), where x is the number of years you have worked for the company.
x
may have forgotten With plan B, your salary is g (x) = 10,000(2) . Which plan would you choose? Why?
that the range of an exponential
function is restricted to either values
greater than 0 or values less than 0.
Students who chose D may have for- 45. Which graph shows an exponential function?
gotten that the domain of an expo- Þ Þ
nential function is all real numbers. Ó Ó
Ý Ý
Students who chose H in Exercise 46 ä Ó Ó ä Ó
raised 1.4 to the power of x - 1.
Journal
Þ Þ
Have students describe two ways of Ó Ó
identifying an exponential function. Ý Ý
Ó ä Ó Ó ä Ó
x
Sketch the four basic shapes of expo- 46. The function f (x) = 15(1.4) represents the area in square inches of a photograph
after it has been enlarged x times by a factor of 140%. What is the area of the
nential graphs on the board. Then
photograph after it has been enlarged 4 times?
have students write an exponential
5.6 square inches 41.16 square inches
function that would have a graph
with a similar shape for each one. 57.624 square inches 560 square inches
47. Look at the pattern. How many squares will there be in the nth stage?
9-2
Tell whether each set of ordered -Ì>}iÊä -Ì>}iÊ£ -Ì>}iÊÓ
pairs satisfies an exponential 5n 2.5 · 2 n 25 n-1 5n
function. Explain your answer.
 
   (0, 0), (1, -2), (2, -16),
1. ⎨ 
   CHALLENGE AND EXTEND
(3, -54)⎬      No; for a constant Solve each equation.
change in x, y is not multiplied
(_13 ) = _
x
48. 4 x = 64 3 49. 1 3 1 -4
50. 2 x = _
by the same value. 27 16
 
2. ⎨   (  0, -5), (1, -2.5 ), (2, -1.25), x x x
51. Graph the following functions: y = 2(2) , y = 3(2) , y = -2(2) . Then make a
  
(3, -0.625)⎬      Yes; for a con- conjecture about the relationship between the value of a and the y-intercept
stant change  in x, y is multi- of y = ab x.
plied by the same value.
x
3. Graph y = -0.5(3).
y
1 x
-5 0
-5
x
4. The function y = 11.6(1.009) 
models residential energy con- 630 Chapter 9 Exponential Functions
sumption in quadrillion Btu
where x is the number of years
Answers 51.
after 2003. What will residen-
44. Possible answer: The following table
CS10_A1_MESE612225_C09L02.indd 630 4 2/10/11 3:08:35 AM
tial energy consumption be in y = 3(2)
x
shows how much money you could earn
2013? ≈12.7 quadrillion Btu y = 2(2)
x
with each plan.
5. In 2000, the population of Texas -5 0 x
was about 21 million, and it was Salary w/ Salary w/
Year y = -2(2)
x
Plan A ($) Plan B ($) -3
growing by about 2% per year.
At this growth rate, the function 0 0 10,000
x The value of a is the y-intercept.
f(x)= 21(1.02)gives the pop- 1 20,000 20,000
ulation, in millions, x years after 2 40,000 40,000
2000. Using this model, in about 3 60,000 80,000
what year will the population
reach 30 million? 2018 I would choose plan B because plan A
doesn’t pay you anything for the first
Also available online year and because after 3 years, plan B
pays more money.
630 Chapter 9
Changing Dimensions Organizer
Geometry
Geometry What happens to the volume of a three-dimensional figure when you
Pacing:
Traditional  __
repeatedly double the dimensions? 1
    day
__
1
2
Block  4    day
Objective: Express with
geometric sequences how the
Recall these formulas for the volumes of common three-dimensional figures. changing dimensions of solid
Cube V = s 3 Rectangular Prism V = �wh 1 (area of base) � h
Pyramid V = _ figures affects volume.
3
Online Edition

Ã
Ű
Ü
>Ãi Teach
Changing the dimensions of three-dimensional figures results in geometric sequences. Remember
Students review and apply volume
formulas for common solids.
Example
Find the volume of a cube with a side length of 3 cm. Double the side length and Visual Ask students what
find the new volume. Repeat two more times. Show the patterns for the side they notice about the sets
lengths and volumes as geometric sequences. Identify the common ratios. of figures on the lesson
pages. If no one realizes it, point
Cube Side Length (cm) Volume (cm3) out that each set shows a group of
1 3 27 similar figures.
×2 ×8
2 6 216
3 12
×2
1,728
×8
Close
×2 ×8
4 24 13,824 Assess
The edges of a cube are multiplied
The side lengths and the volumes form geometric sequences. The sequence of
by 5. What happens to the volume
the side lengths has a common ratio of 2. The sequence of the volumes has a
common ratio of 2 3, or 8. of the cube? The volume is
multiplied by 5 3= 125.
The patterns in the example above are a specific instance of a general rule.
When the dimensions of a solid figure are multiplied by x,

the volume of the figure is multiplied by x 3.
Try This
1. The large rectangular prism at right is 8 in. wide, 16 in. long, and 32 in. tall.
The dimensions are multiplied by __12 to create each next smaller prism. Show
the patterns for the dimensions and the volumes as geometric sequences.
Identify the common ratios.
2. A pyramid has a height of 8 cm and a square base of 3 cm on each edge.
Triple the dimensions two times. Show the patterns for the dimensions and
the volumes as geometric sequences. Identify the common ratios.
Connecting Algebra to Geometry 631
Answers
1. widths: 8, 4, 2, 1; common ratio:  __
CS10_A1_MESE612225_C09CN.indd 631
1
2
   ; 2/10/11 1:38:59 AM
lengths: 16, 8, 4, 2; common ratio:  __

1
2
   
heights: 32, 16, 8, 4; common ratio:  __1
2
   ,
volumes: 4096, 512, 64, 8; common
ratio:  __
1
8
   
2. heights: 8, 24, 72; common ratio: 3
edge of bases: 3, 9, 27; common ratio: 3
volumes: 24, 648, 17,496; common
ratio: 27
Connecting Algebra to Geometry 631

CHAPTER
SECTION 9A
section
Quiz for Lessons 9-1 and 9-2
9-1 Geometric Sequences
9A
1. 3, 6, 12, 24, … 48, 96, 192 2. -1, 2, -4, 8, …
-16, 32, -64
3. -2400, -1200, -600, -300, …
4. The first term of a geometric sequence is 2 and the common ratio is 3. What is the
-150, -75, -37.5 Organizer
8th term of the sequence? 4374
Objective: Assess students’
9-2 Exponential Functions mastery of concepts and skills in
x
5. The function f (x) = 3 (1.1) gives the length (in inches) of an image after being
this section.
enlarged by 10% x times. What is the length of the image after it has been enlarged
4 times? Round your answer to the nearest hundredth. 4.39 in.
Graph each exponential function. Resources

x x x
6. y = 3 x 7. y = 2 (2) 8. y = -2 (4) 9. y = - (0.5)
x Assessment Resources
10. The function f (x) = 40(0.8) gives the amount of a medication in milligrams present
in a patient’s system x hours after taking a 40-mg dose. In how many hours will there Section Quiz
be less than 2 mg of the drug in a patient’s system? 14 h
Intervention
Resources
Ready to Go On?
Intervention and
Enrichment Worksheets
Ready to Go On? Online
Answers
6–9 See Additional Answers.
Ready to Go On? 633
CS10_A1_MESE612225_C09RGa.indd 633
NO 2/10/11 5:52:18 AM
yes
Ready to Go On? Intervention, Section 9A

Ready to Go On? Worksheets Online Ready to Go On?
Intervention
Enrichment, Section 9A
Lesson 9-1 9-1 Intervention Activity 9-1 Diagnose and
Worksheets
Lesson 9-2 9-2 Intervention Activity 9-2 Prescribe Online
Online
Ready to Go On? 633

section
9B Functions, Models, and Patterns

One-Minute Section Planner
Lesson Lab Resources Materials
Algebra Lab Model Growth and Decay Algebra Lab Activities Required
• Fold and cut paper to model exponential growth and decay. Lab Recording Sheet notebook paper, scissors
□ SAT-10 □ NAEP □ ACT □
✔ SAT □
Lesson 9-3 Exponential Growth and Decay Algebra Lab Activities Required
• Solve problems involving exponential growth and decay. Algebra Lab graphing calculator
□ □
SAT-10 ✔ NAEP □ ACT □
✔ SAT □
Extension Patterns and Recursion

• Identify and extend patterns using recursion.
□ SAT-10 □ NAEP □ ✔ ACT □ ✔ SAT □
Lesson 9-4 Linear, Quadratic, and Exponential Models Optional

• Compare linear, quadratic, and exponential models. graphing calculator
• Given a set of data, decide which type of function models the data
and write an equation to describe the function.
□
✔ SAT-10 □
✔ NAEP □
✔ ACT □✔ SAT □✔ SAT Subject Tests
Extension Linear and Nonlinear Rates of Change

• Identify linear and nonlinear rates of change.
• Compare rates of change.
□ SAT-10 □ NAEP □ ACT □ SAT □
SAT Subject Tests
Lesson 9-5 Comparing Functions Required

• Compare functions in different representations. graph paper
• Estimate and compare rates of change. Optional
□✔ SAT-10 □✔ NAEP □ ✔ ACT □ ✔ SAT □
✔ SAT Subject Tests Graphing Calculator
Note: If NAEP is checked, the content is tested on either the Grade 8 or the Grade 12 NAEP assessment. MK = Manipulatives Kit
Selected Answers in Student Edition
The answers to the following exercises are included in the Selected Answers section at the back of
the Student Edition textbook.
Lesson 3: 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 45, 47, 49, 51, 53
Lesson 4: 1, 3, 5, 7, 11, 13, 15, 17, 19, 21, 27, 29
Lesson 5: 1, 3, 5, 7, 13, 15a, 15b, 15c
All answers for the Check it Out! exercises in each lesson and for the Chapter Study Guide: Review
are included in the Student Edition.
634A Chapter 9
Math Background
EXPONENTIAL GROWTH AND DECAY An important attribute of exponential growth and

decay is the fact that the amount added or subtracted
Lesson 9-3
in each time period is proportional to the amount
Exponential growth and decay are important
already present. For exponential growth, this means
applications of exponential functions.
that as the amount becomes greater, the amount of
Exponential growth occurs when a quantity increases increase in each time period also becomes greater.
by the same rate in each time period. Thus, exponen- Contrast this to linear growth, in which the amount of
tial growth can be understood as an extension of increase remains constant.
percent change in which a percent increase is
COMPOUND INTEREST
repeatedly applied. Exponential decay occurs when
a quantity decreases by the same rate in each time Lesson 9-3
period, and, similar to exponential growth, can be Compound interest is closely related to exponential
understood as an extension of percent change in which growth. In fact, for interest compounded once per
a percent decrease is repeatedly applied. year, the formula is analogous to that for exponential
growth: A = P(1 + r) t, where P represents the princi-
In an exponential growth situation with initial amount
pal and A represents the total balance after t years. If
a (a > 0) and rate of growth r expressed as a decimal,
interest is compounded n times per year, then the rate
after one time period, the new amount is a + ar, or
must be divided by n, and because there are nt periods
in t years, the formula becomes A = P(1 + __
a(1 + r). After the second time period, the new
n) .
r nt
amount is a(1 + r)(1 + r), or a(1 + r) 2. Continuing
in this way shows that after t time periods, the final As n increases, we approach a situation in which
amount y is given by y = a(1 + r) t. For exponential interest is compounded continuously. In future courses,
decay, a similar argument shows that the final amount students will study continuously compounded interest,
y after t time periods is given by y = a(1 - r) t. which is given by A = Pe rt where e ≈ 2.71828.
634B
9-3
Organizer Model Growth and Decay
Use with the lesson
Exponential Growth You can fold and cut paper to model quantities that increase
and Decay or decrease exponentially.
Pacing: Look for and express regularity

in repeated reasoning.
Traditional 1 day
Block __
1
2
day Use with Exponential CC.9-12.F.LE.2 Construct linear and expo-
Growth and Decay nential functions, including arithmetic and
Objective: Fold and cut paper geometric sequences, given a graph, a
to model exponential growth and Activity 1 description of a relationship, or two input-
decay. output pairs (include reading these from a Folds Regions
1 Copy the table at right. table).* Also CC.9-12.F.LE.1*
Materials: notebook paper, 0 1
scissors 2 Fold a piece of notebook paper in half. Then open it back up. Count the 1 2
number of regions created by the fold. Record your answer in the table. 2 4
Online Edition 3 Now fold the paper in half twice. Record the number of regions created 3 8
by the folds in the table. 4 16
4 Repeat this process for 3, 4, and 5 folds.
5 32
Resources
Algebra Lab Activities Try This
Lab Recording Sheet
1. When the number of folds increases by 1, the number of regions ? . doubles
Teach 2. For each row of the table, write the number of regions as a power of 2. 2 , 2 1, 2 2, 2 3, 2 4, 2 5
0
n
3. Write an exponential expression for the number of regions formed by n folds. 2
Discuss
Remind students that 2 0 = 1 and 2 -n 4. If you could fold the paper 8 times, how many regions would be formed? 256
= __
1
2n
. 5. How many times would you have to fold the paper to make 512 regions? 9
In Activity 1, the exponent equals
the number of folds. In Activity 2,
the exponent equals the opposite of
Activity 2
the number of cuts. 1 Copy the table at right. Cuts Area
_1
0 1
Close 2 Begin with a square piece of paper. The area of the paper is 1 square
1
unit. Cut the paper in half. Each piece has an area of __12 square unit.
Key Concept Record the result in the table. 2
2 _1
Multiplying repeatedly by numbers 3 _1 4
greater than 1 causes a quantity to 3 Cut one of those pieces in half again, and record the area of one of the
new, smaller pieces in the table. 4
8 _
1
increase, while multiplying repeat-
edly by numbers between 0 and 1 5 _
1 16
4 Repeat this process for 3, 4, and 5 cuts. 32
causes a quantity to decrease.
Assessment Try This

Journal For each activity, have stu-
dents explain what b represents in 6. When the number of cuts increases by 1, the area ? . is divided in half
the exponential function f(x) = b x. 0
7. For each row of the table, write the area as a power of 2. 2 , 2 -1, 2 -2, 2 -3, 2 -4, 2 -5
8. Write an exponential expression for the area after n cuts. 2 -n
9. What would be the area after 7 cuts?
_
1
128
10. How many cuts would you have to make to get an area of ___
1
256
square unit? 8

Look for and express regularity in
repeated reasoning.
CC13_A1_MESE647036_C09AL.indd 634 4/30/11 7:28:10 AM
CC.9-12.F.LE.2 Construct linear and ex-

ponential functions, including arithmetic
and geometric sequences, given a graph,
a description of a relationship, or two
input-output pairs (include reading these
from a table).*
CC.9-12.F.LE.1 Distinguish between
situations that can be modeled with linear
functions and with exponential functions.*
634 Chapter 9
Exponential Growth 9-3 Organizer
9-3
and Decay Pacing: Traditional 2 days
Block 1 day
CC.9-12.F.LE.2 Construct linear and exponential functions … given a graph, a description of a
relationship, or two input-output pairs …* Also CC.9-12.F.LE.5*, CC.9-12.F.LE.1*, CC.9-12.F.BF.1* Objective: Solve problems
Objective Why learn this? involving exponential growth and
Solve problems involving Exponential growth and decay decay.
exponential growth and describe many real-world
decay. situations, such as the value
of artwork. (See Example 1.) Algebra Lab
Vocabulary In Algebra Lab Activities
exponential growth
compound interest
Exponential growth occurs when a
exponential decay quantity increases by the same rate Online Edition
half-life r in each time period t. When this Tutorial Videos, Interactivity
happens, the value of the quantity
at any given time can be calculated
as a function of the rate and the
original amount.
Exponential Growth Warm Up

t
An exponential growth function has the form y = a(1 + r) , where a > 0.
Simplify each expression.
y represents the final amount.
1. (4 + 0.05)2 16.4025
a represents the original amount.
r represents the rate of growth expressed as a decimal. 2. 25(1 + 0.02)3 26.5302
t represents time. 0.03
3. 1 + _ 1.0075
4
4. The first term of a geometric
EXAMPLE 1 Exponential Growth sequence is 3 and the com-
The original value of a painting is $1400, and the value increases by 9%
mon ratio is 2. What is the
each year. Write an exponential growth function to model this situation. 5th term of the sequence? 48
Then find the value of the painting in 25 years. x
In Example 1, round 5. The function f(x) = 2 (4)
Step 1 Write the exponential growth function for this situation.
to the nearest models an insect population
t
hundredth because y = a (1 + r) Write the formula. after x days. What is the insect
the problem deals t
with money. This = 1400(1 + 0.09) Substitute 1400 for a and 0.09 for r. population after 3 days?
means you are = 1400(1.09)
t
Simplify. 128 insects
rounding to the
nearest cent. Also available online
Step 2 Find the value in 25 years.
y = 1400(1.09)t
= 1400(1.09)25 Substitute 25 for t.
Use a calculator and round to the nearest
≈ 12,072.31
hundredth.
The value of the painting in 25 years is $12,072.31.
Q: Why was the banker’s son sent to
the principal’s office?
© Wendy Stone/CORBIS
1. A sculpture is increasing in value at a rate of 8% per year,

and its value in 2000 was $1200. Write an exponential growth A: He had an interest in another
function to model this situation. Then find the sculpture’s student’s test paper.
t
value in 2006. y = 1200(1.08) ; $1904.25
9-3 Exponential Growth and Decay 635
1 Introduce CC.9-12.F.LE.2 Construct linear and

exponential functions, including arithme-
CC13_A1_MESE647036_C09L03.indd 635 5/2/11 5:57:03 PM
tic and geometric sequences, given a
Motivate
E X P L O R AT I O N
graph, a description of a relationship, or
Exponential Growth
and Decay two input-output pairs (include reading
Review the formula for simple interest I: I = Prt,
Kendrick puts $200 in a savings account that earns 4% interest these from a table).*
each year.
where P is the principal, or original amount, r is
1. How much interest will Kendrick earn in the first year? $8 CC.9-12.F.LE.1 Distinguish between
2. What is the total amount of money that Kendrick will have at the interest rate, and t is time.
the end of the first year? $208 situations that can be modeled with linear
3. In the second year, Kendrick will receive 4% interest on the
total amount of money you found in Problem 2. How much
Have students compute the simple interest on functions and with exponential functions.*
interest will that be? $8.32
$200 invested at 4% for 20 years. $160 c. Recognize situations in which a
4. Complete the table.
Process:
Year Beginning Amount 1.04
Exponential
Form Total ($)
quantity grows or decays by a constant
1 200 S1.04 D 200 S1.04 D 208.00 Explorations and answers are provided in percent rate per unit interval relative
2 [ 200 S1.04 D ] S1.04 D 200 S1.04 D 2 216.32
3
4
200 T1.04 E T1.04 E T1.04 E
200 T1.04 E T1.04 E T1.04 E T1.04 E

200 S1.04 D 3
200 S1.04 D 4
224.97
233.97
your online resources. to another.
5 200 1.04 1.04 1.04 1.04 1.04
T E T E T E T E T E 200 1.04
S D 5
243.33
THINK AND DISCUSS

5. Describe any patterns you see in the table. State Resources Online
6. Show how to write an equation for the total amount of money
A that Kendrick will have in year t. A 200 T1.04 E t
5. The total amount of money in year t is 200 T1.04 E t.
Lesson 9-3 635

A common application of exponential growth is compound interest. Recall that
simple interest is earned or paid only on the principal. Compound interest is
interest earned or paid on both the principal and previously earned interest.
Additional Examples
Compound Interest
Example 1
r nt
A=P 1+_
( )
The original value of a painting is n
$9000 and the value increases by A represents the balance after t years.
7% each year. Write an exponen- P represents the principal, or original amount.
tial growth function to model this r represents the annual interest rate expressed as a decimal.
situation. Then find the painting’s n represents the number of times interest is compounded per year.
value in 15 years. t represents time in years.
y = 9000(1.07)t; $24,831.28
Example 2
Write a compound interest EXAMPLE 2 Finance Application
function to model each Write a compound interest function to model each situation. Then find the
situation. Then find the balance balance after the given number of years.
after the given number of years. A $1000 invested at a rate of 3% compounded quarterly; 5 years
A. $1200 invested at a rate of Step 1 Write the compound interest function for this situation.
2% compounded quarterly; r nt
A=P 1+_ n( )
Write the formula.
3 years A = 1200(1.005)4t;
4t
$1274.01
(
= 1000 1 + _
0.03
4 ) Substitute 1000 for P, 0.03 for r, and 4
for n.
B. $15,000 invested at a rate of
= 1000(1.0075)4t Simplify.
4.8% compounded monthly;
2 years. A = 15,000(1.004)12t; Step 2 Find the balance after 5 years.
$16,508.22 For compound A = 1000(1.0075)4(5) Substitute 5 for t.
interest, = 1000(1.0075)20
Also available online • annually means
≈ 1161.18 Use a calculator and round to the
“once per year”
nearest hundredth.
(n = 1).
• quarterly means The balance after 5 years is $1161.18.
Questioning “4 times per year”
INTERVENTION (n = 4). B $18,000 invested at a rate of 4.5% compounded annually; 6 years
Strategies
Questioning Strategies • monthly means Step 1 Write the compound interest function for this situation.
“12 times per year”
A=P 1+_ r nt
EX A M P L E 1 (n = 12).
n( )
Write the formula.
t
• How is the formula for exponential
growth similar to the standard form
(
= 18,000 1 + _
0.045
1 ) Substitute 18,000 for P, 0.045 for r, and
1 for n.
t
of an exponential function? = 18,000(1.045) Simplify.
• How is this formula like that for

Step 2 Find the balance after 6 years.
finding the nth term of a geometric
A = 18,000(1.045)6 Substitute 6 for t.
sequence?
≈ 23,440.68 Use a calculator and round to the
nearest hundredth.
EX A M P L E 2 The balance after 6 years is $23,440.68.
• How is compound interest different
from simple interest? Write a compound interest function to model each situation.
• In the formula for compound inter- Then find the balance after the given number of years.
4t
est, why is r divided by n? Why is t 2a. A = 1200(1.00875) ; $1379.49 2a. $1200 invested at a rate of 3.5% compounded quarterly; 4 years
multiplied by n? 2b. A = 4000(1.0025)12t; $5083.47 2b. $4000 invested at a rate of 3% compounded monthly; 8 years
Reading Math Have 636 Chapter 9 Exponential Functions

students find different
definitions of compound.
Examples may include a substance 2 Teach
formed by two or more ingredients, CS10_A1_MESE612225_C09L03.indd 636 2/15/11 3:50:09 AM
to combine, or to make stronger and
more intense. Relate these ENGLISH Guided Instruction
definitions to the meaning LANGUAGE Show that the formulas for exponential
LEARNERS
of compound interest. growth and decay are just variations of
y = ab x with either 1 + r or 1 - r
replacing b. Point out also the similarities
between y = ab x and the compound inter-
est formula: P is the original amount a, and
1 + __nr is b. Explain that the exponent must
be the number of time periods nt and that
the common ratio must correspond with it.
Because r is always given as an annual rate,
it must be divided by n when n is not 1.
636 Chapter 9
Exponential decay occurs when a quantity decreases by the same rate r in each
time period t. Just like exponential growth, the value of the quantity at any given
"" Ê ,,",
time can be calculated by using the rate and the original amount. ,/
Exponential Decay When writing compound interest

functions, students may forget to
t
An exponential decay function has the form y = a (1 - r) , where a > 0. multiply t by n. Remind students that
y represents the final amount. the exponent is the number of times
a represents the original amount. the interest is compounded, which is
r represents the rate of decay as a decimal. not necessarily the number of years.
t represents time.
Notice an important difference between exponential growth functions and Additional Examples
exponential decay functions. For exponential growth, the value inside the
parentheses will be greater than 1 because r is added to 1. For exponential decay, Example 3
the value inside the parentheses will be less than 1 because r is subtracted from 1.
The population of a town is
decreasing at a rate of 3%
EXAMPLE 3 Exponential Decay per year. In 2000, there were
1700 people. Write an exponen-
The population of a town is decreasing at a rate of 1% per year. In 2000
there were 1300 people. Write an exponential decay function to model this tial decay function to model this
situation. Then find the population in 2008. situation. Then find the popula-
Step 1 Write the exponential decay function for this situation. tion in 2012. y = 1700(0.97)t;
t Write the formula.
1180
y = a (1 - r)
In Example 3, round t Also available online
your answer to = 1300(1 - 0.01) Substitute 1300 for a and 0.01 for r.
the nearest whole t
= 1300(0.99) Simplify.
number because
there can only be
a whole number of Step 2 Find the population in 2008. Questioning
INTERVENTION
people. 8 Strategies
y = 1300(0.99) Substitute 8 for t.
≈ 1200 Use a calculator and round to the nearest
whole number.
EX AM P LE 3
The population in 2008 is approximately 1200 people. • How is the formula for exponential
decay similar to the formula for
3. The fish population in a local stream is decreasing at a rate exponential growth? How is it
of 3% per year. The original population was 48,000. Write an different?
exponential decay function to model this situation. Then find
t
the population after 7 years. y = 48,000(0.97) ; 38,783
A common application of exponential decay is half-life. The half-life of a

substance is the time it takes for one-half of the substance to decay into
another substance.
Half-life
t
A = P (0.5)
A represents the final amount.
P represents the original amount.
t represents the number of half-lives in a given time period.
Through Critical Thinking

Through Modeling Have students complete the following:
Have students complete the table for 80 g 800 × (1 - 0.55) = 800 × 0.45 = 360
of a substance for 45 h, given that the half- 800 × (1 - 0.05) = 800 × 0.95 = 760
life of the substance is 15 h.
800 × 1 = 800
Time passed (h) Substance left (g) 800 × (1 + 0.45) = 800 × 1.45 = 1160
15 half of 80 = 40 800 × (1 + 0.95) = 800 × 1.95 = 1560
30 half of 40 = 20 Point out that answers are less than 800
for 1 - r and greater than 800 for 1 + r.
45 half of 20 = 10 Therefore, r is added to 1 in growth problems
Then show the formula: y = 80(0.5)3. Point and subtracted from 1 in decay problems.
out that the exponent 3 represents the
number of rows in the table.
Lesson 9-3 637
EXAMPLE 4 Science Application
Fluorine-20 has a half-life of 11 seconds.
Additional Examples A Find the amount of fluorine-20 left from a 40-gram sample
after 44 seconds.
Example 4
Step 1 Find t, the number of half-lives in the given time period.
Astatine-218 has a half-life of 44 s = 4 Divide the time period by the half-life.
_
2 seconds. 11 s The value of t is 4.
a. Find the amount left from t
Step 2 A = P(0.5) Write the formula.
a 500-gram sample of asta-
= 40(0.5)4 Substitute 40 for P and 4 for t.
tine-218 after 10 seconds.
= 2.5 Use a calculator.
15.625 g
There are 2.5 grams of fluorine-20 remaining after 44 seconds.
b. Find the amount left from
B Find the amount of fluorine-20 left from a 40-gram sample after
a 500-gram sample of 2.2 minutes. Round your answer to the nearest hundredth.
astatine-218 after 1 minute.
Step 1 Find t, the number of half-lives in the given time period.
0.00000047 g
Also available online
2.2(60) = 132 Find the number of seconds in 2.2 minutes.
132 s = 12
_ Divide the time period by the half-life.
11 s The value of t is ___
132
11
= 12.
t
Step 2 A = P (0.5) Write the formula.
Questioning
INTERVENTION = 40(0.5)12 Substitute 40 for P and 12 for t.
Strategies
Questioning Strategies ≈ 0.01 Use a calculator. Round to the nearest hundredth.
There is about 0.01 gram of fluorine-20 remaining after 2.2 minutes.
EX A M P L E 4
4a. Cesium-137 has a half-life of 30 years. Find the amount
• How does the formula for half- of cesium-137 left from a 100-milligram sample after
life compare to y = ab x? Why is b 180 years. 1.5625 mg
always 0.5? 4b. Bismuth-210 has a half-life of 5 days. Find the amount of
• How do you find the value of t in bismuth-210 left from a 100-gram sample after 5 weeks.
the half-life formula? (Hint: Change 5 weeks to days.) 0.78125 g
THINK AND DISCUSS

1. Describe three real-world situations that can be described by
exponential growth or exponential decay functions.
2. The population of a town after t years can be modeled by
t
P = 1000(1.02) . Is the population increasing or decreasing? By what
percentage rate?
3. An exponential function is a function of the form y = ab x. Explain why
both exponential growth functions and exponential decay functions are
exponential functions.
4. GET ORGANIZED Copy and complete the graphic organizer.
Ý«iÌ>ÊÀÜÌÊÛÃ°
Ý«iÌ>ÊiV>Þ
ÜÊ>Ài ÜÊ>ÀiÊÌiÞ
ÌiÞÊ>i¶ `vviÀiÌ¶

CC13_A1_MESE647036_C09L03.indd 638 1. Possible answers: interest earned on 4/30/11 8:16:35 AM
an investment, population growth or

decline, radioactive decay
x
Write y = ab on the board. Below it, write Diagnose Before the Lesson 2. increasing; by 2% per year
and identify by name the four formulas Warm Up, TE 3. An exponential growth function
covered in the lesson. Have students com- has the form y = a(1 + r)t. The base
pare each one with the standard form of (1 + r) corresponds to the base b. The
an exponential function, identifying a and exponent t corresponds to the exponent
b. Have them also identify each as growth x. An exponential decay function has the
or decay. form y = a(1 - r)t. The base (1 - r) cor-
responds to the base b. The exponent t
Assess After the Lesson corresponds to the exponent x.
Lesson Quiz, TE
Alternative Assessment, TE 4. See Additional Answers.
638 Chapter 9
9-3 9-3 Exercises
GUIDED PRACTICE Assignment Guide

x
1. Vocabulary The function y = 0.68(2) is an example of ? .
(exponential growth or exponential decay) exponential growth Assign Guided Practice exercises
as necessary.
SEE EXAMPLE 1 Write an exponential growth function to model each situation. Then find the value
of the function after the given amount of time. If you finished Examples 1–2
2. The cost of tuition at a college is $12,000 and is increasing at a rate of 6% per year; Basic 10–17, 29, 30
4 years. y = 12,000 (1.06)t; $15,149.72 Average 10–17, 29, 30
3. The number of student-athletes at a local high school is 300 and is increasing at a Advanced 10–17, 29, 37
rate of 8% per year; 5 years. y = 300(1.08)t; 441
If you finished Examples 1–4
SEE EXAMPLE 2 Write a compound interest function to model each situation. Then find the balance Basic 10–20, 29–33, 35, 38,
after the given number of years. t
A = 1500(1.035) ; $1721.28 39, 41, 45–48
4. $1500 invested at a rate of 3.5% compounded annually; 4 years Average 10–20, 22–34 even,
5. $4200 invested at a rate of 2.8% compounded quarterly; 6 years 35–48, 50–54 even
4t
A = 4200(1.007) ; $4965.43 Advanced 10–20, 22–34 even,
SEE EXAMPLE 3 Write an exponential decay function to model each situation. Then find the value of
36–54
the function after the given amount of time. )t
y = 18,000 0.88 ; $5013.02
(
6. The value of a car is $18,000 and is depreciating at a rate of 12% per year; 10 years.
Homework Quick Check
7. The amount (to the nearest hundredth) of a 10-mg dose of a certain antibiotic Quickly check key concepts.
decreases in your bloodstream at a rate of 16% per hour; 4 hours. t Exercises: 11, 15, 19, 20, 25, 31, 40
y = 10(0.84) ; 4.98 mg
SEE EXAMPLE 4 8. Bismuth-214 has a half-life of approximately 20 minutes. Find the amount of
bismuth-214 left from a 30-gram sample after 1 hour. 3.75 g
9. Mendelevium-258 has a half-life of approximately 52 days. Find the amount of
mendelevium-258 left from a 44-gram sample after 156 days. 5.5 g
PRACTICE AND PROBLEM SOLVING

Independent Practice Write an exponential growth function to model each situation. Then find the value
For See of the function after the given amount of time.
Exercises Example
10–13 1 10. Annual sales for a company are $149,000 and are increasing at a rate of 6% per year;
t
14–17 2 7 years. y = 149,000 (1.06) ; $224,040.91
18–19 3 11. The population of a small town is 1600 and is increasing at a rate of 3% per year;
t
20 4 10 years. y = 1600(1.03) ; 2150
Extra Practice 12. A new savings account starts at $700 and increases at 1.2% yearly; 8 years. t
See Extra Practice for
A = 700(1.012) ; $770.09
more Skills Practice and
13. Membership of a local club grows at a rate of 7.8% yearly and currently has
t
Applications Practice 30 members; 6 years. A = 30(1.078) ; 47 members
exercises.
Write a compound interest function to model each situation. Then find the balance
after the given number of years.
14. $28,000 invested at a rate of 4% compounded annually; 5 years t
A = 28,000(1.04) ; $34,066.28
15. $7000 invested at a rate of 3% compounded quarterly; 10 years 4t
17. A = 7000(1.0075) ; $9438.44
t 16. $3500 invested at a rate of 1.8% compounded monthly; 4 years
A = 12,000(1.026) ; 12t
A = 3500(1.0015) ; $3761.09
$17,635.66 17. $12,000 invested at a rate of 2.6% compounded annually; 15 years

in solving them. Exercises 2–20, 29–34,
37–39, 48–54
Construct viable arguments and critique
the reasoning of others. Exercises
35–36, 42–44
Use appropriate tools strategically.
Exercise 41
Attend to precision. Exercise 40
Lesson 9-3 639

Communicating Math In 18. Write an exponential decay function to model each situation. Then find the value of
t
Exercise 34, help students y = 18,000(0.98) ; the function after the given amount of time.
find t by writing the expo- 15,945 18. The population of a town is 18,000 and is decreasing at a rate of 2% per year; 6 years.
time period
nent as  _________
half-life
 
 
 
. Then they can 19. y = 58(0.9) ;
t
19. The value of a book is $58 and decreases at a rate of 10% per year; 8 years.
substitute 3500 for the numerator $24.97 20. The half-life of bromine-82 is approximately 36 hours. Find the amount of bromine-82
and 5700 for the denominator. Show left from an 80-gram sample after 6 days. y = 80(0.5)t; 5 g
students that the answer is reason-
able by considering that one half-life Identify each of the following functions as exponential growth or decay. Then give
is not yet finished. Therefore, half of the rate of growth or decay as a percent.
the 15 grams is not yet gone.
23. decay; 33 1 % _ 21. y = 3(1.61)
t
22. y = 39(0.098)
t
()
2
23. y = a _
t
()
3
24. y = a _
t
3 3 2
Science Link Exercise 34 growth; 61% decay; 90.2%
28. y = a ( _
2)
27. y = a ( _
4)
24. growth; 50% 25. y = a (1.1)
t
26. y = a (0.8)
t 5
t
1
t
involves carbon-14 dating,
one common method of growth; 10% decay; 20% growth; 25% decay; 50%
dating ancient objects. Scientists also Write an exponential growth or decay function to model each situation. Then find
use other isotopes to date objects. the value of the function after the given amount of time.
Some isotopes’ half-lives are millions 29. The population of a country is 58,000,000 and grows by 0.1% per year; 3t years.
of years! y = 58,000,000(1.001) ; 58,174,174
30. An antique car is worth $32,000, and its value grows by 7% per year; 5 years.
t
y = 32,000(1.07) ; $44,881.66
31. An investment of $8200 loses value at a rate of 2% per year; 7 years. t
y = 8200(0.98) ; $7118.63
32. A new car is worth $25,000, and its value decreases by 15% each year; 6 years.
t
y = 25,000(0.85) ; $9428.74
33. The student enrollment in a local high school is 970 students and increases by 1.2%
t
per year; 5 years. y = 970(1.012) ; 1030
34. Archaeology Carbon-14 dating is a way to determine
Atlantic the age of very old organic objects. Carbon-14 has a
Ocean North half-life of about 5700 years. An organic object with _12_ as
Sea
much carbon-14 as its living counterpart died 5700 years
ago. In 1999, archaeologists discovered the oldest bridge
England in England near Testwood, Hampshire. Carbon dating
Testwood of the wood revealed that the bridge was 3500 years
old. Suppose that when the bridge was built, the wood
contained 15 grams of carbon-14. How much carbon-14
would it have contained when it was found by the A computer-generated image of what
archaeologists? Round to the nearest hundredth. 9.80 g the bridge at Testwood might have
looked like
35. /////ERROR ANALYSIS///// Two students were asked to
find the value of a $1000-item after 3 years. The item
was depreciating (losing value) at a rate of 40% per
year. Which is incorrect? Explain the error.

B; possible answer: *)))!)'/" , *)))!)'-" ,
student B did not
subtract the rate
+*/ /-
from 1.
36. Critical Thinking The value of a certain car can be modeled by the function
t
y = 20,000(0.84) , where t is time in years. Will the value ever be zero? Explain.
Tom Goskar/Wessex Archaeology Ltd.

36. No; possible
37. The value of a rare baseball card increases every year at a rate of 4%. Today, the card
answer: there is is worth $300. The owner expects to sell the card as soon as the value is over $600.
no value for t that How many years will the owner wait before selling the card? Round your answer to
t
Practice A would make (0.84) the nearest whole number. 18 years
equal 0.
Practice C
Name ________________________________________ Date __________________ Class__________________
Practice B
LESSON
9-x
9-3
Exponential Growth and Decay
Practice B 640 Chapter 9 Exponential Functions
Write an exponential growth function to model each situation. Then
find the value of the function after the given amount of time. Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ Name ________
Reading Strategies
Reading Strategies Review for Mastery
Reteach Re
1. Annual sales for a fast food restaurant are $650,000 LESSON LESSON
and are increasing at a rate of 4% per year; 5 years y = 650,000(1.04)x 9-x
9-3
Compare and Contrast 9-x
9-3
Exponential Growth and Decay Exp
≈$790,824.39 The diagram below highlights important concepts of exponential growth In the exponential growth and decay formulas, y = final amount, a = original amount, A special typ
2. The population of a school is 800 students and is and exponential decay. r = rate of growth or decay, and t = time. involves find
x
increasing at a rate of 2% per year; 6 years y = 800(1.02) Exponential growth: y = a (1 + r) t
Exponential decay: y = a (1 − r) t
⎛
A = P⎜
The population of a city is increasing at The population of a city is decreasing at ⎝
≈901CS10_A1_MESE612225_C09L03.indd 640 a rate of 4% each year. In 2000 there a rate of 6% each year. In 2000 there
2/15/11 3:50:24 AM
• where A is
3. During a certain period of time, about 70 northern sea otters were 236,000 people in the city. Write were 35,000 people in the city. Write an t years
had an annual growth rate of 18%; 4 years y = 70(1.18)x an exponential growth function to exponential decay function to model • P is the or
model this situation. Then find the this situation. Then find the population
≈136 population in 2009. in 2012. • r is the int
Step 1: Identify the variables. Step 1: Identify the variables. • n is the nu

Write a compound interest function to model each situation. Then is compou
find the balance after the given number of years. a = 236,000 r = 0.04 a = 35,000 r = 0.06
• t is the nu
4. $50,000 invested at a rate of 3% compounded Step 2: Substitute for a and r. Step 2: Substitute for a and r.
monthly; 6 years y = 50,000(1.0025)12t y = a (1 + r)t y = a (1 − r)t
A special typ
y = 236,000 (1 + 0.04)t y = 35,000 (1 − 0.06)t
≈$59,847.42 the half-life o
The exponential growth function is The exponential decay function is
5. $43,000 invested at a rate of 5% compounded
y = 236,000 (1.04)t. y = 35,000 ( 0.94)t.
annually; 3 years y = 43,000(1.05)t • whe
≈$49,777.88 Growth = greater than 1. Decay = less than 1. • P is
6. $65,000 invested at a rate of 6% compounded
• t is
quarterly; 12 years y = 65,000(1.015)4t Step 3: Substitute for t. Step 3: Substitute for t. give
9 12
≈$132,826.09 y = 236,000 (1.04) y = 35,000 (0.94)
≈ 335,902 ≈ 16,657
Write an exponential decay function to model each situation. Then The population will be about 335,902. The population will be about 16,657.
find the value of the function after the given amount of time. Write a comp
7. The population of a town is 2500 and is decreasing at a rate the balance a
Write an exponential growth function to model each situation. Then
of 3% per year; 5 years y = 2500(0.97)x find the value of the function after the given amount of time. 5. $17,000 i
( )
t
≈2147 For each situation: a. identify it as exponential growth or exponential 1. Annual sales at a company are $372,000 and increasing y= 372,000 1+ 0.05
8. The value of a company’s equipment is $25,000 and decreases decay, and b. use a formula to calculate the answer.
at a rate of 5% per year; 8 years ≈$549,613
at a rate of 15% per year; 8 years y = 25,000(0.85)x 1a. The bird population in an wooded area is 1b. Find the bird population after 6 years. 2. The population of a town is 4200 and increasing at a rate
6. $23,000 i
decreasing by 3% each year from 1250. 7
≈$6812.26 of 3% per year; 7 years y = 4200(1.03) ; ≈5165
exponential decay 1041 birds
9. The half-life of Iodine-131 is approximately 8 days. Find the Write an exponential decay function to model each situation. Then
2b. Find the town’s population in 2025.
amount of Iodine-131 left from a 35 gram sample after 32 days. 2.1875 grams 2a. A town’s population was 3800 in 2005 find the value of the function after the given amount of time.
Write an exp
and growing at a rate of 2% every year.
( ); find the valu
t
5647 people 3. Monthly car sales for a certain type of car are $350,000 y = 350,000 1− 0.03
exponential growth 7. A 30 gram
3b. Find the balance after 10 years. and are decreasing at a rate of 3% per month; 6 months ≈$291,540 24 days
3a. $800 is invested at a rate of 4% and is
y = 1200(0.98)5
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
20 Holt McDougal Algebra 1 compounded monthly (12 times/year). 4. An internet chat room has 1200 participants and is
$1192.67 8. A 40 gram
exponential growth decreasing at a rate of 2% per year; 5 years ≈1085
640
60 hours
Chapter 9
CS10_A1_MECR710549_C09L03b-a.indd 20 3/2/11 1:27:08 AM
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copy
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. 22 Holt McDougal Algebra 1
Exercise 38 involves
38. a. The annual tuition at a prestigious university was $20,000 in 2002. It generally
writing an exponen-
increases at a rate of 9% each year. Write a function to describe the cost as a
tial function and
function of the number of years since 2002. Use 2002 as year zero when writing
the function rule. y = 20,000(1.09)
t using it to make a prediction. This
exercise prepares students for the
b. What do you predict the cost of tuition will be in 2008? $33,542
Multi-Step Test Prep.
c. Use a table of values to find the first year that the cost of the tuition is more than
twice the cost in 2002. 2011
In Exercise 45, the
value of a is the
same for each func-
39. Multi-Step At bank A, $600 is invested with an interest rate of 5% compounded tion. Only the value of b is different.
annually. At bank B, $500 is invested with an interest rate of 6% compounded Students who chose A may have for-
quarterly. Which account will have a larger balance after 10 years? 20 years? A; B gotten to subtract the rate of decay
from 1.
40. Estimation The graph shows the decay of -`ÕÓ{
100 grams of sodium-24. Use the graph to In Exercise 46, students should
estimate the number of hours it will take be looking for a value of b that is
ÕÌÊÀi>}Ê}®
nä greater than 1. Students who chose
the sample to decay to 10 grams. Then
estimate the half-life of sodium-24. 50 h; 15 h Èä J may have forgotten how to simplify
41. Graphing Calculator Use a graphing {ä expressions with negative exponents.
x
calculator to graph y = 10(1 + r) for r = 10% and Óä Students can solve Exercise 47 by
r = 20%. Compare the two graphs. How does the writing the compound interest for-
ä
value of r affect the graphs? mula, substituting the given num-
Óä
{ä
Èä
nä
ä
£ä
42. Possible /iÊ® bers, and solving for A. After simpli-
42. Write About It Write a real-world situation that
answer: $400 t
could be modeled by y = 400(1.08) . fying, the equation to be solved is
is invested at 1000 = 1.157625A.
a rate of 8% 43. Write About It Write a real-world situation that could be modeled by
y = 800(0.96) . Possible answer: The population is 800 and decreasing at a rate of
t
compounded 4% per year.
annually. 44. Critical Thinking The amount of water in a container doubles every minute. After Answers
6 minutes, the container is full. Your friend says it was half full after 3 minutes. Do 38c.
Year Tuition ($)
you agree? Why or why not? No; possible answer: the sample doubles every
minute, so the container is half full 1 min before it 2002 20,000
is full. This would be after 5 min. 2003 21,800
2004 23,762
45. A population of 500 is decreasing by 1% per year. Which function models this
situation? 2005 25,900.58
t t t t
y = 500(0.01) y = 500(0.1) y = 500(0.9) y = 500(0.99) 2006 28,231.63
46. Which function is NOT an exponential decay model?

2007 30,772.48
2008 33,542.00
() ()
x x
1
y=5 _ 1
y = -5 _ y = 5(3)
-x
y = 5(3 -1)
x
3 3 2009 36,560.78
47. Stephanie wants to save $1000 for a down payment on a car that she wants to buy 2010 39,851.25
in 3 years. She opens a savings account that pays 5% interest compounded annually. 2011 43,437.87
About how much should Stephanie deposit now to have enough money for the
down payment in 3 years? 41. 50
$295 $333 $500 $865 x
y = 10( 1.2)
48. Short Response In 2000, the population of a town was 1000 and was growing at
a rate of 5% per year. y = 10( 1.1)
x
t
a. Write an exponential growth function to model this situation. y = 1000(1.05)
-1 20
48b. about 2005; b. In what year is the population 1300? Show how you found your answer. -1
check students’ work.
9-3 Exponential Growth and Decay 641 The graph when r is 20% rises
Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________
faster than when r is 10%. The
Problem Solving Challenge
LESSON
greater the value of r, the faster

LESSON
9-x
9-3 9-x
9-3
Exponential Growth and Decay Planning to Make Donations
the graph will rise.

Write the correct answer. Some of the parents of the students in a mathematics ⎧P represents the inital amount.
class invest money in accounts that pay ⎪
1. A condo in Austin, Texas, was worth 2. Markiya deposited $500 in a savings ⎪r represents the rate as a decimal
compound interest. Their hope is to A = P(1+ r )t = ⎨
$80,000 in 1990. The value of the account. The annual interest rate is 2%,
have their investments grow so that, at ⎪t represents time in years
condo increased by an average of 3% and the interest is compounded ⎪⎩ A represents the final amount
M CS10_A1_MESE612225_C09L03.indd 641Write an exponential growth
each year. monthly. Write a compound interest
some time in the future, they can use the money that 2/15/11 3:50:28 AM
has accumulated to help the local Boys and Girls Club.
function to model this situation. Then function to model this situation. Then
The compound interest that they need for their financial
find the value of the condominium in find the balance in Markiya’s account
planning is shown at right.
2005. after 4 years.
y = 80,000(1.03)t § 0.02 ·
12t Suppose that $10,000 is invested into an account that pays
y = 500 ¨ 1 + 5.65% interest compounded annually. Give answers rounded to
$124,637 © 12 ¸¹ the nearest cent.
3. The population of a small Midwestern
town is 4500. The population is $541.61 1. Write a function that will give A as a function of t. A = 10,000(1.0565)t
decreasing at a rate of 1.5% per year. 4. Twelve students at a particular high 2. Complete the table below.
Write an exponential decay function school passed an advanced placement t 0 1 2 3 4 5 6 7
to model this situation. Then find the test in 2000. The number of students A 10,000 10,565 11,161.92 11,792.57 12,458.85 13,162.78 13,906.47 14,692.19
number of people in the town after who passed the test increased by
25 years. 16.4% each year thereafter. Find the 3. a. When will the value of the account exceed $12,000?
y = 4500(0.985)t
number of students who passed the sometime after the end of the third year but before the end of
test in 2004.
the fourth year
3084 22 b. When will the value of the account exceed $12,000 but be less
than $14,000?
Half-lives range from less than a second to billions of years. The table below
shows the half-lives of several substances. Select the best answer. sometime after the end of the third year but before the end of
5. About how many grams of a 500 g Half-Lives the seventh year
sample of Technetium-99 is left after Nitrogen-16 7s 4. The group of parents wants their initial deposit amount to grow to $15,000.
2 days? Use guess-and-check to approximate the number of years that it will
Technetium-99 6h
A 1.95 g C 31.25 g Sulfur-35 87 days take for this to happen. Give your answer to the nearest tenth of a year. 7.4 years
B 7.81 g D 62.5 g Tritium 12.3 yr 5. The group wants their initial deposit amount to grow to $18,000 within
6. Which equation can be used to find how Uranium-238 4.5 billion yrs 10 years. After that time, they want to make an $18,000 donation to
much of a 50 g sample of Nitrogen-16 is the local club. Will they achieve their goal? Explain your response.
8. A researcher had 37.5 g left from a
left after 7 minutes? 600 g sample of Sulfer-35. How many No; after 10 years, they will have $17,325.87, which is less
F A = 50(0.5)1 H A = 50(0.5)42 half-lives passed during that time? than $18,000.
G A = 50(0.5)7 J A = 50(0.5)60 F 4 H 7
Use guess-and-check to approximate the time that it takes the given
7. How many billions of years will it take G 5 J 16 investment to grow to the target goal. Round answers to the nearest
1000 grams of Uranium-238 to decay to 9. Look at problem 8. How many days tenth of a year.
just 125 grams? passed during that time?
A 0.125 C 9
6. $12,500 at 4.5% compounded yearly; target goal: $18,000 8.3 years
A 7 C 348
7. $15,500 at 6.5% compounded yearly; target goal: $20,000 4.1 years
B 3 D 13.5
B 16 D 435
8. $5 at 5.5% compounded yearly; target goal: $18,000 153 years
Lesson 9-3 641

49. You invest $700 at a rate of 6% compounded quarterly. Use a graph to estimate the
number of years it will take for your investment to increase to $2300. about 20 yr
50. Omar invested $500 at a rate of 4% compounded annually. How long will it take
for Omar’s money to double? How long would it take if the interest were 8%
compounded annually? 18 yr; 9 yr
51. An 80-gram sample of a radioactive substance decayed to 10 grams after 300
minutes. Find the half-life of the substance. 100 min, or 1 h 40 min
52. Praseodymium-143 has a half-life of 2 weeks. The original measurement for the mass
of a sample was lost. After 6 weeks, 15 grams of praseodymium-143 remain. How
many grams was the original sample? 120 g
Journal 53. Phillip invested some money in a business 8 years ago. Since then, his investment
has grown at an average rate of 1.3% compounded quarterly. Phillip’s investment is
Have students explain what each now worth $250,000. How much was his original investment? Round your answer to
number represents in the population the nearest dollar. $225,344
decay function P = 6000(0.99)4 .
54. Personal Finance Anna has a balance of $200 that she owes on her credit card.
She plans to make a $30 payment each month. There is also a 1.5% finance charge
(interest) on the remaining balance each month. Copy and complete the table to
answer the questions below. You may add more rows to the table as necessary.
Have students write and solve four

different word problems, one for Monthly Remaining 1.5% New
Balance Payment Balance Finance Balance
each of the four formulas taught in
Month ($) ($) ($) Charge ($) ($)
the lesson.
1 200 30 170 2.55 172.55
2 172.55 30 142.55 2.14 144.69
3 144.69 30 114.69 1.72 116.41
9-3 4 116.41 30 86.41 1.30 87.71
1. The number of employees at a a. How many months will it take Anna to pay the entire balance? 7 mo
certain company is 1440 and b. By the time Anna pays the entire balance, how much total interest will she
have paid? $9.01
is increasing at a rate of 1.5%
per year. Write an exponential
growth function to model
this situation. Then find the
number of employees in the
company after 9 years.
y = 1440(1.015)t; 1646
Write a compound interest
function to model each
situation. Then find the balance
after the given number of
years.
2. $12,000 invested at a rate of
6% compounded quarterly;
15 years A = 12,000(1.015)4t
;
$29,318.64
3. $500 invested at a rate of
2.5% compounded annually;
10 years A = 500(1.025)t;
$640.04
4. The deer population of a Answers
game preserve is decreasing 54. 5 87.71
CS10_A1_MESE612225_C09L03.indd 642
30 57.71 0.87 58.58 2/15/11 3:50:36 AM
by 2% per year. The original

6 58.58 30 28.58 0.43 29.01
population was 1850. Write an
exponential decay function to 7 29.01 29.01 0 0 0
model the situation. Then find
the population after 4 years.
y = 1850(0.98)t; 1706
5. Iodine-131 has a half-life of
about 8 days. Find the amount
left from a 30-gram sample of
iodine-131 after 40 days.
0.9375 g
642 Chapter 9
M
CHAPTER
9-3 Organizer EXTENSION Patterns and Recursion

Block __1 day CC.9-12.F.IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the
2 integers. Also CC.9-12.F.BF.2*, CC.9-12.F.LE.2*
Objective: Identify and extend In a recursive pattern or recursive sequence, each term is defined using one or
Objective
patterns using recursion. Identify and extend more previous terms. For example, the sequence 1, 4, 7, 10, 13, ... can be defined
patterns using recursion. recursively as follows: The first term is 1 and each term after the first is equal to
the preceding term plus 3.
Using the Extension Vocabulary You can use recursive techniques to identify patterns. The table summarizes the
recursive pattern characteristics of four types of patterns.
In working with tables representing
functions, students have learned to
Using Recursive Techniques to Identify Patterns
recognize a constant y-difference
Type of Pattern Characteristics
over equal x-intervals as an identifier
of a linear function. In this extension, Linear First differences are constant.
students will extend their recursive Quadratic Second differences are constant.
pattern-recognition skills by looking Cubic Third differences are constant.
for a constant ratio of successive Exponential Ratios between successive terms are constant.
y-terms as an indicator of an expo-
nential function, and by looking for
EXAMPLE 1 Identifying and Extending a Pattern
constant second- and third-degree
differences to indicate quadratic and Identify the type of pattern. Then find the next three numbers in the pattern.
cubic functions. A 4, 6, 10, 16, 24, ...
Find first, second, and, if necessary, third differences.
You may need to use
trial and error when
4 6 10 16 24
identifying a pattern.
If first, second, and +2 +4 +6 +8
third differences are
not constant, check +2 +2 +2
for constant ratios. Second differences are constant, so the pattern is quadratic.
Extend the pattern by continuing the sequence of first and second
differences.
4 6 10 16 24 34 46 60
+2 +4 +6 +8 + 10 + 12 + 14
+2 +2 +2
The next three numbers in the pattern are 34, 46, and 60.
B __1 , __1 , 2, 8, 32
8 2
Find the ratio between successive terms.
__
1 __
1
2 8 32
8 2
×4 ×4 ×4 ×4
Ratios between terms are constant, so the pattern is exponential.
Extend the pattern by continuing the sequence of ratios.
__
1 __
1
2 8 32 128 512 2048
8 2
×4 ×4 ×4 ×4 ×4 ×4 ×4
The next three numbers in the pattern are 128, 512, and 2048.

CC.9-12.F.IF.3 Recognize that
sequences are functions, sometimes
defined recursively, whose domain is a
subset of the integers.
1 Introduce
CC13_A1_MESE647036_C09EXa.indd 644
2 Teach 4/30/11 7:42:12 AM
CC.9-12.F.BF.2 Write arithmetic and

geometric sequences both recursively Motivate Guided Instruction
and with an explicit formula, use them to Write the sequence 5, 10, 15, 20, 25, ... Remind students that they have already
model situations, and translate between on the board. Ask students to describe worked with first differences, second
the two forms.* the pattern. In particular, ask them to differences, and ratios between successive
CC.9-12.F.LE.2 Construct linear and give a rule that they could use to find the terms. Tell them that this lesson pulls
exponential functions, including arithme- next few numbers in the pattern. Possible these ideas together for identifying and
tic and geometric sequences, given a answer: Add 5 to each term to get the next describing both patterns and functions.
graph, a description of a relationship, or term. Explain that there are different ways When you discuss Example 2, be sure to
two input- output pairs (include reading to describe the pattern and give a rule for emphasize that the method of looking
these from a table).* the pattern. Point out that the method in for constant differences or ratios in the
which each term is found by doing some- y-values only works when the x-values are
State Resources Online thing to a previous term is called recursion. evenly spaced.
644 Chapter 9
Identify the type of pattern. Then find the next three numbers in the
pattern. Additional Examples
1a. 56, 47, 38, 29, 20, ... 1b. 1, 8, 27, 64, 125, ...
Example 1
linear; 11, 2, −7 cubic; 216, 343, 512
You can use a similar process to determine whether a function is linear, quadratic, Identify the type of pattern.
cubic, or exponential. Note that before comparing y-values, you must first make sure Then find the next three
there is a constant change in the corresponding x-values. numbers in the pattern.
A. 16, 54, 128, 250, 432, ...
Using Recursive Techniques to Identify Functions
Type of Function Characteristics
cubic; 686, 1024, 1458
(Given a Constant Change in x-values) B. 800, 400, 200, 100, 50, ...
Linear First differences of y-values are constant. exponential; 25, 12.5, 6.25
Quadratic Second differences of y-values are constant.
Cubic Third differences of y-values are constant. Example 2
Exponential Ratios between successive y-values are constant.
Determine whether each
function is linear, quadratic, or
EXAMPLE 2 Identifying a Function exponential.
The ordered pairs {(–4, –4), (0, 0), (4, 4), (8, 32), (12, 108)} satisfy a function. A. 0 2 4 6 8
x
Determine whether the function is linear, quadratic, cubic, or exponential.
Then find three additional ordered pairs that satisfy the function. y 2 5 17 38 68
Make a table. Check for a constant change in the x-values. Then find first, quadratic
second, and third differences of y-values.
B.
+4 +4 +4 +4 x -3 1 5 9 13
y 2 4 8 16 32
x -4 0 4 8 12
y -4 0 4 32 108 exponential
+4 +4 + 28 + 76
Questioning
INTERVENTION
+0 + 24 + 48
Strategies
+ 24 + 24
There is a constant change in the x-values. Third differences are constant. The EX AM P LE 1
function is a cubic function. • To find first differences, in which
To find additional ordered pairs, extend the pattern by working backward from order should you subtract
the constant third differences. consecutive terms?
+4 +4 +4 +4 +4 +4 +4 • Is it possible for first differences to
In Example 2, the be positive? negative? zero?
constant third x -4 0 4 8 12 16 20 24
differences are 24. To y -4 0 4 32 108 256 500 864 EX AM P LE 2
extend the pattern,
first find each second • What is the first thing you should
difference by adding +4 +4 + 28 + 76 + 148 + 244 + 364 do when trying to determine what
24 to the previous type of function is shown in a
second difference. +0 + 24 + 48 + 72 + 96 + 120 table?
Then find each
first difference by • How is identifying a function from
+ 24 + 24 + 24 + 24 + 24
adding the second a table similar to identifying a
difference below pattern from a sequence of
to the previous first Three additional ordered pairs that satisfy this function are (16, 256),
difference. numbers? How is it different?
(20, 500), and (24, 864).
Extension 645
Multiple Representations
3 Close
CS10_A1_MESE612225_C09EXa.indd 645
A quick demonstration can 2017011 3:14:27 PM
connect the ideas of this lesson
to what students know about equations.
Summarize Starting with a quadratic equation, such as
Ask students to summarize in their own y = x2 + 1, generate a table of values with
words how they can recognize a linear, evenly spaced x-values. Then check that
quadratic, cubic, or exponential pattern or the second differences of the y-values are
function. constant.
Possible answer:
Linear: constant first differences
Quadratic: constant second differences
Cubic: constant third differences
Exponential: constant ratios
Extension 645
Answers Several ordered pairs that satisfy a function are given. Determine
whether the function is linear, quadratic, cubic, or exponential. Then
15a. Linear; for a constant change in
( )( )
find three additional ordered pairs that satisfy the function.
the number of months, first dif- 2b. exp.; 11, _1 , 13, _1 ,
ferences of costs are constant. 486 1458 2a. {(0, 1), (1, 3), (2, 9), (3, 19), (4, 33)} quad.; (5, 51), (6, 73), (7, 99)
⎧ 1 1 ⎫
b. Online DVD Rentals (15, _ 1
) 2b. ⎨ 1, _
⎩ 2
, 3, _
6 ( )( )(
1 , 5, _ 1 , 7, _
18
1 , 9, _
54 )( ⎬
162 ⎭ )( )
4374
y
200
EXTENSION
Exercises
Total cost ($)
150
100
Identify the type of pattern. Then find the next three numbers in the pattern.
50 quad.; 245, 320, 405
1. 25, 28, 31, 34, 37, ... linear; 40, 43, 46 2. 20, 45, 80, 125, 180, ...
x
3. 128, 64, 32, 16, 8, ... exp.; 4, 2, 1 4. 4, 32, 108, 256, 500, cubic;
... 864, 1372, 2048
0 4 8 12 16
Number of months 5. _
2 4
3 , 1, 1 _
1, _ 1 , 1_
4 2
1 , ... 3_
linear; 1 , 2, 2 1 _ 6. 0.3, 0.03, 0.003, 0.0003, 0.00003, ...
4 4 exp.; 0.000003, 0.0000003, 0.00000003
c. The data lie on a line; the 7. 127, 66, 29, 10, 3, ... cubic; 2, 1, −6 8. 2, 8, 18, 32, 50, ... quad.; 72, 98, 128
function is linear.
d. $260 Several ordered pairs that satisfy a function are given. Determine whether the
function is linear, quadratic, cubic, or exponential. Then find three additional
ordered pairs that satisfy the function.
9. {(3, 1), (5, –3), (7, –7), (9, –11), (11, –15)} linear; (13, –19), (15, –23), (17, –27)
10. {(–1, –2), (2, 7), (5, 124), (8, 511), (11, 1330)} cubic; (14, 2743), (17, 4912), (20, 7999)
⎧ 1
( )( )(
11. ⎨ 2, _ 1 , 4, _
, 3, _ )(
1 , 5, _
)(
1 , 6, _
)
⎬ ( _)
1 ⎫ exp.; 7, 1 , 8, 1 , 9, 1
( _) ( _)
⎩ 4 8 16 32 64 ⎭ 128 256 512
12. {(–3, –7), (0, 2), (3, –7), (6, –34), (9, –79)} quad.; (12, –142), (15, –223), (18, –322)
13. exp.; 13. {(0, 600), (10, 480), (20, 384), (30, 307.2), (40, 245.76)}
(50, 196.608), 14. {(–8, 2), (–5, 7), (–2, 12), (1, 17), (4, 22)} linear; (7, 27), (10, 32), (13, 37)
(60, 157.2864),
(70, 125.82912) 15. Entertainment The table shows the cost of using Online DVD Rentals
an online DVD rental service for different numbers
Months Cost ($)
of months.
3 50
a. Determine whether the function that models 6 92
the data is linear, quadratic, cubic, or
9 134
exponential. Explain.
12 176
b. Graph the data in the table.
15 218
c. What do you notice about your graph? Why
does this make sense?
d. Predict the cost of the service for 18 months.
16. A student claimed that the function shown in the table is a quadratic function. Do you
agree or disagree? Explain.
Disagree; the table
x 3 7 10 14 17 does not show a
y 2 6 12 20 30 constant change in
x-values.
+4 +6 +8 + 10
+2 +2 +2
CS10_A1_MESE612225_C09EXa.indd 646 2017011 3:14:28 P
646 Chapter 9
17. Business The table shows the annual sales for a small Annual Sales Answers
company.
Year Sales ($) 17a. Quadratic; for a constant
a. Determine whether the function that models
the data is linear, quadratic, cubic, or
2006 513,000 change in years, second differ-
exponential. Explain. 2007 516,000 ences of sales are constant.
b. Suppose sales continue to grow according to 2008 521,000 b. $548,000; $561,000; $576,000
the pattern in the table. Predict the annual sales 2009 528,000
c. 2014
for 2011, 2012, and 2013. 2010 537,000
18a.
c. If the pattern continues, in what year will annual x 0 1 2 3 4
sales be $17,000 greater than the previous year’s sales? y 3 6 9 12 15
18. Critical Thinking Use the table for the following problems. b. Possible answer:
x 0 1 2 3 4

y 3 6 x 0 1 2 3 4
a. Copy and complete the table so that the function is a linear function. y 3 6 11 18 27
b. Copy and complete the table so that the function is a quadratic function. c.
x 0 1 2 3 4
c. Copy and complete the table so that the function is an exponential function.
d. For which of these three types of functions is there more than one correct way y 3 6 12 24 48
to complete the table? Explain. d. Quadratic; you can choose any
Use the description to write the first five terms in each numerical pattern. value for the constant second
difference.
19. The first term is 8. Each following term is 11 less than the term before it.
8, −3, −14, −25, −36 22-24. Possible answers given.
20. The first term is 1000. Each following term is 40% of the term before it.
1000, 400, 160, 64, 25.6 22.
21. The first two terms are 1 and 2. Each following term is the sum of the two terms x 0 1 2 3 4
before it. 1, 2, 3, 5, 8 y 4 1 -2 - 5 -8
Make a table for a function that has the given characteristics. Include at least five 23.
ordered pairs. x -2 -1 0 1 2
22. The function is linear. The first differences are -3. y 1 5 15 31 53
23. The function is quadratic. The second differences are 6. 24. x 1 2 3 4 5

24. The function is cubic. The third differences are 1. y 7 4 6 14 29
A recursive formula for a sequence shows how to find the value of a term from 31c. y
one or more terms that come before it. For example, the recursive formula
a n = a n-1 + 3 tells you that each term is equal to the preceding term plus 3. 32
Given that a 1 = 5, you can use the formula to generate the sequence 5, 8, 11, 14, ... .
24
Write the first four terms of each sequence.
25. a n = a n-1 + 2; a 1 = 1212, 14, 16, 18 26. a n = a n-1 - 7; a 1 =16 16, 9, 2, −5 16
27. a n = 2a n-1; a 1 = 4 4, 8, 16, 32 28. a n = 0.6a n-1; a 1 = 100
100, 60, 36, 21.6 8
29. a n = 5a n-1 - 2; a 1 = 0 0, -2, -12, -62 30. a n = (a n-1)2; a 1 = -2 x
−2, 4, 16, 256
31. A recursive function defines a function for whole numbers by referring to the value 0 2 4 6 8
of the function at previous whole numbers. Consider the recursive function
d. The points lie on a line; the
f (n) = f (n – 1) + 5 with f (0) = 1.
function is linear.
a. According to the formula, f (1) = f (0) + 5. What is the value of f (1)? 6
b. Use the formula to find f (2), f (3), f (4), and f (5). 11, 16, 21, 26
c. Graph f (n) by plotting points at x = 0, x = 1, x = 2, x = 3, x = 4, and x = 5.
d. What do you notice about your graph? What does this tell you about f (n)?
Extension 647
PMCS10_A1_MESE612225_C09EXa.indd 647 2017011 3:14:29 PM
Extension 647
9-4 Organizer
9-4 Linear, Quadratic, and
Exponential Models Pacing: Traditional 2 days
Block 1 day
CC.9-12.F.LE.1 Distinguish between situations that can be modeled with linear functions and with exponential
functions.* Also CC.9-12.F.LE.2*, CC.9-12.A.CED.2*, CC.9-12.F.IF.4*, CC.9-12.F.IF.7*, CC.9-12.F.BF.1* Objectives: Compare linear,
Objectives Why learn this? quadratic, and exponential models.
Compare linear, Different situations in sports can be Given a set of data, decide which
quadratic, and described by linear, quadratic, or
exponential models. type of function models the data
exponential models.
Given a set of data, and write an equation to describe
decide which type of Look at the tables and graphs below. the function.
function models the data The data show three ways you have
and write an equation to
learned that variable quantities can be
describe the function.
related. The relationships shown are
Online Edition
Tutorial Videos
linear, quadratic, and exponential.
Linear Quadratic Exponential
Training Heart Rate Volleyball Height Volleyball Tournament

Age (yr) Beats/min Time (s) Height (ft) Round Teams Left
20 170 0.4 10.44 1 16 Warm Up
30 161.5 0.8 12.76 2 8 1. Find the slope and the
40 153 1 12 3 4 y-intercept of the line that
50 144.5 1.2 9.96 4 2 passes through (4, 20) and
1
(20, 24). _ 4
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relationship (if any) they think best describes their data.
EXAMPLE 1 Graphing Data to Choose a Model >VÌiÀ>Ê*«Õ>Ì

Graph each data set. Which kind of model
best describes the data?
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Plot the data points and connect them.
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The data appear to be exponential.
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9-4 Linear, Quadratic, and Exponential Models 649

CC.9-12.F.LE.1 Distinguish between
situations that can be modeled with
1 Introduce linear functions and with exponential
CC13_A1_MESE647036_C09L04.indd 649 Motivate 5/2/11 6:15:36 PM functions.*
E X P L O R AT I O N Display the following table and have students list CC.9-12.F.LE.2 Construct linear and
Linear, Quadratic, and information they remember about each type of exponential functions, including arithme-
Exponential Models tic and geometric sequences, given a
You will need a graphing calculator for this Exploration.
function.
1. To enter the data from the table below into your calculator, graph, a description of a relationship, or
press STAT and select 1:Edit... . Then enter the values from
two input-output pairs (include reading
the table in lists L1 and L2.
x
0
y
5
these from a table).*
1
2
2
1
Possible Possible Possible CC.9-12.A.CED.2 Create equations
3
4
2
5
answers: graph answers: graph answers: graph in two or more variables to represent
2. To plot the data points, press Y= and select Plot 1 at the top
of the screen. Then press GRAPH .
is a line, has a is a parabola, is a curve, relationships between quantities; graph
3. Based on the shape of the graph, what type of function do
you think models the data? Why?
slope opens up or variable is in equations on coordinate axes with labels
4. Repeat the process for the data in this table. down exponent and scales.*
x y
1 7.2
2 5.8
3
4
4.6
3.7
Explorations and answers are provided in State Resources Online
5 2.9
THINK AND DISCUSS
5. Explain what type of function you think models the data in
Problem 4.
3. Quadratic; the points appear to lie on a parabola. Lesson 9-4 649
Graph each data set. Which kind of model best describes the data?
B
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1a. y °C 0 5 10 15 20
Additional Examples °F 32 41 50 59 68
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kind of model best describes exponential
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1 96 Graph each data set. Which kind of model best describes the data?
⎧ ⎫
2 384 1a. ⎨(-3, 0.30), (-2, 0.44), (0, 1), (1, 1.5), (2, 2.25), (3, 3.38)⎬
⎩⎧ ⎭ ⎫
3 1536 quadratic 1b. ⎨(-3, -14), (-2, -9), (-1, -6), (0, -5), (1, -6), (2, -9), (3, -14)⎬
⎩ ⎭
4 6144
exponential Another way to decide which kind of relationship (if any) best describes a data
set is to use patterns.
Bacteria Population
EXAMPLE 2 Using Patterns to Choose a Model

5600
Look for a pattern in each data set to determine which kind of model best
4200
Bacteria
describes the data.

2800 A Height of Bridge Suspension Cables
1400 Cable’s Distance Cable’s
from Tower (ft) Height (ft)
0 1 2 3 4 0 400
+ 100 - 144
Time (h) + 32
100 256
B. When the + 100 - 112
Boxes Reams of Paper independent variable 200 144 + 32
changes by a + 100 - 80
1 10 300 64
constant amount,
5 50 • linear functions
have constant first For every constant change in distance of +100 feet, there is a constant
20 200 second difference of +32.
differences.
50 500 • quadratic functions The data appear to be quadratic.
have constant
linear second differences. B Value of a Car
• exponential
Paper functions have a Car’s Age (yr) Value ($)
constant ratio. 0 20,000
+1 × 0.85
480
1 17,000
Reams of paper
+1 × 0.85
360 2 14,450
+1 × 0.85
240 3 12,282.50
120
For every constant change in age of +1 year, there is a constant ratio of 0.85.
0
The data appear to be exponential.
12 24 36 48
Boxes ⎧
2. Look for a pattern in the data set ⎨(-2, 10), (-1, 1), (0, -2),
⎫ ⎩
Also available online (1, 1), (2, 10)⎬ to determine which kind of model best describes
⎭
the data. quadratic

Questioning
INTERVENTION
Strategies
2 Teach
EX A M P L E 1 CS10_A1_MESE612225_C09L04.indd 650 2/10/11 4:13:33 AM
• What does the graph of a linear

function look like?
Guided Instruction Inclusion When graphing, stu-
dents might choose the wrong
Show how to choose a model graphically
• How are the graphs of quadratic model if their graph is sloppy or if
and then by looking at patterns. Check It
and exponential functions similar? they do not graph all the points. For exam-
Out Problem 3 involves finding the slope
How are they different? ple, points that appear to be parabolic may
and y-intercept of a linear function. These
actually be exponential. Tell students that
skills may need to be reviewed. This les-
when in doubt, they should look for patterns.
son does not include finding a function to
model quadratic data; that is beyond
Critical Thinking Remind
the scope of this book. Interested or
students that y ≠ 0 in an expo-
advanced students can find the function for
nential function. If the data set
Example 2A on a graphing calculator by
includes y = 0, then the function must be
entering the data into two lists and using
linear or quadratic.
the QuadReg feature.
650 Chapter 9
After deciding which model best fits the data, you can write a function. Recall
the general forms of linear, quadratic, and exponential functions.
General Forms of Functions

Additional Examples
LINEAR QUADRATIC EXPONENTIAL Example 2

y = mx + b y = ax 2 + bx + c y = ab x Look for a pattern in each data
set to determine which kind of
model best describes the data.
A.
EXAMPLE 3 Problem-Solving Application Height of Golf Ball
Use the data in the table to describe how the ladybug population is Time (s) Height (ft)
changing. Then write a function that models the data. Use your function 0 4
to predict the ladybug population after one year.
1 68
Make sense of problems and Ladybug Population 2 100
persevere in solving them.
Time (mo) Ladybugs 3 100
0 10 4 68
1 30 quadratic
2 90 B.
Money in CD
3 270
Time (yr) Amount ($)
1 Understand the Problem 0 1000.00
The answer will have three parts—a description, a function, and a prediction. 1 1169.86
2 1368.57
2 Make a Plan
3 1601.04
Determine whether the data is linear, quadratic, or exponential. Use the
general form to write a function. Then use the function to find the exponential
population after one year.
Example 3
3 Solve
Use the data in the table to
Step 1 Describe the situation in words. describe how the number of
people changes. Then write a
Ladybug Population
function that models the data.
Time (mo) Ladybugs
Each month, the ladybug Use your function to predict the
+1 0 10 ×3 number of people who received
population is multiplied by 3.
1 30 In other words, the population the e-mail after one week.
+1 ×3
2 90 triples each month.
+1 ×3 E-mail Forwarding
3 270
Time Number of People Who
Step 2 Write the function. (days) Received the E-mail
There is a constant ratio of 3. The data appear to be exponential. 0 8
y = ab x Write the general form of an exponential function.
You can choose any x 1 56
y = a(3) Substitute the constant ratio, 3, for b.
given ordered pair 2 392
Christine Lee Zilka/Getty Images
to substitute for x 10 = a(3)0 Choose an ordered pair from the table, such as (0, 10).
and y. However, it Substitute for x and y. 3 2744
is often easiest to 10 = a(1) Simplify. 3 0 = 1 increasing by a factor of 7 each
choose an ordered 10 = a The value of a is 10. x
pair that contains 0. x x
day; y = 8(7) ; 6,588,344
y = 10(3) Substitute 10 for a in y = a(3) .
Questioning
INTERVENTION
Strategies
M CC13_A1_MESE647036_C09L04.indd 651 4/30/11 7:45:17 AM
EX AM P LE 2
Through Cooperative Learning • How can you use the pattern in the
Break students into small groups. Assign table to predict the contents of the
each group one of the following kinds of next row?
models: linear, quadratic, or exponential.
Tell students to prepare a 5-minute presen- EX AM P LE 3
tation that covers: • How can you use the function to
• characteristics of their model predict other data values?
• how to recognize when their model best • How accurate is this prediction?
describes a set of data
• examples of real-life situations that tend
to fit their model
Lesson 9-4 651

Visual Students may get Step 3 Predict the ladybug population after one year.
x
a better understanding y = 10(3) Write the function.
of exponential functions = 10(3)12 Substitute 12 for x (1 year = 12 mo).
if they attempt to draw a tree dia- = 5,314,410 Use a calculator.
gram of the situation. For the data There will be 5,314,410 ladybugs after one year.
in Example 3, they should start by
drawing 10 circles for 10 bugs and 4 Look Back
then draw 3 circles for each of those
10 circles, and so on. You chose the ordered pair (0, 10) to write the function. Check that every
other ordered pair in the table satisfies your function.
x x x
y = 10(3) y = 10(3) y = 10(3)
30 10(3)1 90 10(3)2 270 10(3)3
30 10(3) 90 10(9) 270 10(27)
30 30 ✓ 90 90 ✓ 270 270 ✓
3. Use the data in the table to describe how the oven temperature
is changing. Then write a function that models the data. Use
your function to predict the temperature after 1 hour.
The oven temperature decreases by 50 °F every 10 min; y = -5x + 375; 75 °F
Oven Temperature
Time (min) 0 10 20 30
Temperature (°F) 375 325 275 225
Checking Units
I used to get a lot of answers wrong because of the units. If a question asked
for the value of something after 1 year, I would always just substitute 1 into
the function.
I finally figured out that you have to check what x is. If x represents months
and you’re trying to find the value after 1 year, then you have to substitute 12,
not 1, because there are 12 months in a year.
Michael Gambhir
Warren High School
THINK AND DISCUSS

1. Do you think that every data set will be able to be modeled by a linear,
quadratic, or exponential function? Why or why not?
2. In Example 3, is it certain that there will be 5,314,410 ladybugs after one
year? Explain.
3. GET ORGANIZED Copy and
complete the graphic organizer. ì}Ê>Ì>
In each box, list some
characteristics and sketch a i>À +Õ>`À>ÌV Ý«iÌ>
age fotostock
graph of each type of model.

CC13_A1_MESE647036_C09L04.indd 652 Possible answers: 4/30/11 7:45:39 AM
and INTERVENTION 1. No; most real-world data probably

Summarize will not fit exactly into one of these
Ask students which model best fits each of Diagnose Before the Lesson patterns.
the following situations: Warm Up, TE 2. No; this is just a prediction based on
• With a constant change in x, the differ- the assumption that the observed
ences between the first differences are Monitor During the Lesson trends will continue, which they may or
constant. quadratic Check It Out! Exercises, SE may not do.
• With a constant change in x, there is a Questioning Strategies, TE 3. See Additional Answers.
constant ratio in the y-values. exponential
• The graph forms a parabola. quadratic Assess After the Lesson
• With a constant change in x, the second Lesson Quiz, TE
differences are zero. linear Alternative Assessment, TE
652 Chapter 9
9-4 9-4
Parent Resources Online Exercises
GUIDED PRACTICE Assignment Guide

SEE EXAMPLE 1 Graph each data set. Which kind of model best describes the data?
⎧ ⎫ Assign Guided Practice exercises
1. ⎨(-1, 4), (-2, 0.8), (0, 20), (1, 100), (-3, 0.16)⎬ exponential
⎩⎧ ⎫ ⎭ as necessary.
2. ⎨(0, 3), (1, 9), (2, 11), (3, 9), (4, 3)⎬ quadratic
⎩⎧ ⎭ ⎫ If you finished Examples 1–2
3. ⎨(2, -7), (-2, -9), (0, -8), (4, -6), (6, -5)⎬ linear
⎩ ⎭ Basic 8–13, 16–18, 21, 22
SEE EXAMPLE 2 Look for a pattern in each data set to determine which kind of model best describes Average 8–13, 16–18, 21, 22
the data. Advanced 8–13, 16–18, 21, 22
⎧ ⎫
4. ⎨(-2, 1), (-1, 2.5), (0, 3), (1, 2.5), (2, 1)⎬ quadratic
⎩⎧ ⎭ ⎫ If you finished Examples 1–3
5. ⎨(-2, 0.75), (-1, 1.5), (0, 3), (1, 6), (2, 12)⎬ exponential Basic 8–21, 24, 26–29
⎧⎩ ⎫ ⎭
Average 8–19, 23–29
6. ⎨(-2, 2), (-1, 4), (0, 6), (1, 8), (2, 10)⎬ linear
⎩ ⎭ Advanced 8–19, 23, 25–31
SEE EXAMPLE 3 7. Consumer Economics Use the data in the table to describe the cost of grapes.
Then write a function that models the data. Use your function to predict the cost Homework Quick Check
of 6 pounds of grapes. Quickly check key concepts.
Total Cost of Grapes
Exercises: 8, 10, 12, 14, 18, 20
Amount (lb) 1 2 3 4
Cost ($) 1.79 3.58 5.37 7.16 Inclusion In Exercise 10,
Grapes cost $1.79/lb; y = 1.79x ; $10.74 there is not a constant
change in x. Have students
PRACTICE AND PROBLEM SOLVING focus on the last three points and
Independent Practice Graph each data set. Which kind of model best describes the data? then use that to find y when x is 1.
For See ⎧ ⎫ Students should then check whether
Exercises Example 8. ⎨(-3, -5), (-2, -8), (-1, -9), (0, -8), (1, -5), (2, 0), (3, 7)⎬ quadratic
⎩⎧ ⎫ ⎭ the pattern works for all four points.
8–10 1 9. ⎨(-3, -1), (-2, 0), (-1, 1), (0, 2), (1, 3), (2, 4), (3, 5)⎬ linear
11–13 2 ⎩⎧ ⎫ ⎭
10. ⎨(0, 0.1), (2, 0.9), (3, 2.7), (4, 8.1)⎬ exponential
14 3 ⎩ ⎭ Answers
Extra Practice Look for a pattern in each data set to determine which kind of model best describes 1. y
100
See Extra Practice for
the data.
more Skills Practice and ⎧ ⎫
11. ⎨(-2, 5), (-1, 4), (0, 3), (1, 2), (2, 1)⎬ linear
Applications Practice
exercises. ⎩⎧ ⎭ ⎫
12. ⎨(-2, 12), (-1, 15), (0, 16), (1, 15), (2, 12)⎬ quadratic
⎩⎧ ⎭ 50
⎫
13. ⎨(-2, 8), (-1, 4), (0, 2), (1, 1), (2, 0.5)⎬ exponential
⎩ ⎭
14. The company’s 14. Business Use the data in the table to describe how the company’s sales are
sales are increasing changing. Then write a function that models the data. Use your function to predict x
by 20% each year; the amount of sales after 10 years. -3 0 3
x
y = 25,000(1.2) ;
Company Sales
$154,793.41.
Year 0 1 2 3
Sales ($) 25,000 30,000 36,000 43,200
15. Multi-Step Jay’s hair grows about 6 inches each year. Write a function that
describes the length in inches that Jay’s hair will grow for each year k. Which
kind of model best describes the function? = 6k ; linear
2. y 8. y 10. y
12 6 8
x
6 0
in solving them. Exercises 7, 14–18, 26,
-3 3 4 30–31
x -6
-2 0 4 Construct viable arguments and critique
x the reasoning of others. Exercises 23–25
3. y x 0 5
9. y Look for and express regularity in
-6 0 6 5
repeated reasoning. Exercises 4–6,
-6 11–13
x
-12 0 3
Lesson 9-4 653

Exercise 26 involves Tell which kind of model best describes each situation.
writing a function 16. The height of a plant at weekly intervals over the last 6 weeks was 1 inches,
rule to describe data. 1.5 inches, 2 inches, 2.5 inches, 3 inches., and 3.5 inches. linear
This exercise prepares students for 17. The number of games a baseball player played in the last four years was 162, 162,
the Multi-Step Test Prep. 162, and 162. linear
18. The height of a ball in a certain time interval was recorded as 30.64 feet, 30.96 feet,
Answers 31 feet, 30.96 feet, and 30.64 feet. quadratic
26a. college 1: linear; college 2:
Write a function to model each set of data.
exponential x
19. y = 0.2(4) 19. x -1 0 1 2 4 20. x -2 0 2 4 8
b. college 1: y = 200x + 2000;
college 2: y = 2000(1.1)x _
20. y = - 1 x + 4 y 0.05 0.2 0.8 3.2 51.2 y 5 4 3 2 0
2
c. Both have the same tuition 21. linear
($2000) in 2000. Tell which kind of model best describes each graph.
22. quadratic 21. 22.
d. For college 1, $200 is added
ÃÌÊvÊ>Ê/ii«iÊ
> i}ÌÊvÊ >ÃiÌL>
each year, so 2000 + 200 = 23. Possible answer: Ç £{
2200. For college 2, 10% is (0, 3), (1, 6), È £Ó
i}ÌÊvÌ®
(2, 12), (3, 24);

ÃÌÊf®
x £ä
added each year, so 2000 + n
{
(0.1)(2000) = 2200. for a constant Î È
change in x of +1, Ó {
there is a common £ Ó
ratio of 2. ä
£ Ó Î { x È Ç n
ä ä°Ó ä°{ ä°È ä°n £°ä £°Ó
i}ÌÊvÊV>Ê® /iÊÃ®
23. Write About It Write a set of data that you could model with an exponential
function. Explain why the exponential model would work.
24. Possible answer:24. /////ERROR ANALYSIS///// A student
The first differences concluded that the data set would
are constant, so best be modeled by a quadratic
there is no need to function. Explain the student’s error.
check the second
differences. A linear
function would best
model the data.
25. Critical Thinking Sometimes the graphs of quadratic data and exponential data
can look very similar. Describe how you can tell them apart.
Possible answer: Make a table of ordered pairs and see whether the y-values show
a pattern of constant second differences or constant ratios.
26. a. Examine the two models that represent annual tuition for two colleges. Describe
each model as linear, quadratic, or
Years Tuition at Tuition at
exponential.
After College 1 College 2
b. Write a function rule for each model. 2004 ($) ($)
c. Both models have the same values for 0 2000.00 2000.00
2004. What does this mean?
1 2200.00 2200.00
d. Why do both models have the same value
for year 1? 2 2400.00 2420.00
3 2600.00 2662.00
4 2800.00 2928.20
Practice A
Practice C
Name ________________________________________ Date __________________ Class__________________
Practice B
LESSON
9-x
9-4 Practice B
Linear, Quadratic, and Exponential Models 654 Chapter 9 Exponential Functions
Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ Name ________
1. {(2, 0), (1, 3), (0, 4), (1, 3), (2, 0)} 2. {(0, 3), (1, 6), (2, 12), (3, 24), (4, 48)}
Reading Strategies Review for Mastery Re
LESSON
9-x
9-4 Reading Strategies
Use a Table
LESSON
9-x
9-4 Reteach
Linear, Quadratic, and Exponential Models Lin
Use the table below to help you learn the characteristics of each data Graph to decide whether data is best modeled by a linear, quadratic or exponential function. After decidin
model and how to tell them apart. Graph (2, 0), (1, 3), (0, 4), (1, 3), (2, 0). What kind of model best describes the data?
y
Model
CS10_A1_MESE612225_C09L04.indd 654Linear Quadratic Exponential Connect the points. The data appear 2/10/11 4:13:49 AM
Use the data
Pattern constant first constant second constant ratios to be quadratic.
Then write a
(y-values) differences differences
Yea
quadratic exponential You can also look at patterns in data to determine the correct model. Cost
Look for a pattern in each data set to determine which kind of model Linear functions have Quadratic functions have Exponential functions Step 1: Dete
Graph
best describes the data. constant 1st differences. constant 2nd differences. have a constant ratio. Check differe
3. {(5, 9), (4, 0), (3, 7), (2, 12)} quadratic x y x y x y x
4. {(2, 9), (1, 13), (0, 17), (1, 21)} linear 2 5 3 1 8 3 0 2 4 0 80
5. {(1, 4), (2, 6), (3, 9), (4, 13.5)} exponential Equation y mx b y ax2 bx c y abx 4 2 3 2 5 5 2 1 8 4 1 72
6 1 3 0 2 2 32
6. {(0, 4), (2, 12), (4, 36), (6, 76)} quadratic Identify each of the following as linear, quadratic, or exponential.
3 7 4 2 64
8 4 4 7 3 128 3 58
° § 1· § 1· § 1 · ½° 1. y 6(2) x
2. y 4x 6 2
3. y 2x 5x 3
7. ®(1, 17 ), ¨ 3, 8 , ¨ 5, 4 , ¨ 7, 2 ¾ exponential
°̄ © 2 ¹̧ © 4 ¹̧ © 8 ¹̧ ¿° exponential linear quadratic First diffe
8. Use the data in the table to describe are not c
Restaurant 4. 5. 6. § 1· § 1·
how the restaurant’s sales are changing. 1. (2, 4), (1, 2), (0, 0), (1, 2), (2, 4) 2. (1, 4), (0, 2), (1, 1), ¨ 2, ¸ , ¨3, ¸ Step 2: Write
Then write a function that models the Year 0 1 2 3 © 2¹ © 4¹ Use y abx
data. Use your function to predict the Sales 20,000 19,000 18,050 17,147.50 y a (0.9)
amount of sales after 8 years. ($) 80 a (0.9)
80 a (1)
The sales decrease by 5% each month; y 20,000(0.95)x;
80 a
$13,268.41 y 80(0.9)
9. Use the data in the table to describe
Clothing Store Describe the
how the clothing store’s sales are
function to m
changing. Then write a function that Year 0 1 2 3 quadratic exponential linear
models the data. Use your function Sales 15,000 15,750 16,500 17,250 7. 8. 9. linear exponential 6. x
to predict the amount of sales ($) Look for a pattern in each data set to determine which kind of model 0
after 10 years. x 6 7 8 9 10 best describes the data. 1
x 1 3 5 7 9 x 5 4 3 2 1
The sales increase by $750 every year; y 750x 15,000; 2
y 17 20 23 26 29 y 4 12 28 52 84 y 128 64 32 16 8 3. x y 4. x y 5. x y
3
$22,500 0 6 0 10 3 4
7.
1 18 6 2 x
linear quadratic exponential 1 12
9 8 0
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. 2 24 2 28
28 Holt McDougal Algebra 1 1
3 48 3 40 12 14 2
654
Chapter 9 3/2/11 3:40:47 AM
exponential quadratic linear 3
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor. Original content Copy
In Exercise 27, remind
� � students that a vari-
27. Which function best models the data: (-4, -2), (-2, -1), (0, 0), (2, 1), (4, 2)?
� � able in a linear func-
() ( )
x
y= _ 1 y=_ 1 x2 y=_ 1x y= _ 1x 2
tion, like the variable in choice C, has
2 2 2 2
an exponent of one, which is usually
28. A city’s population is increasing at a rate of 2% per year. Which type of model not written.
describes this situation?
Exponential Quadratic Linear None of these
29. Which data set is best modeled by a linear function? Journal

� � Have students write a data set that
(-2, 0), (-1, 2), (0, -4), (1, -1), (2, 2)
�� could be modeled by an exponential
(-2, 2), (-1, 4), (0, 6), (1, 16), (2, 32)
function. Then have them explain
��
(-2, 2), (-1, 4), (0, 6), (1, 8), (2, 10) how to write the function rule and
� �� how to use it to make predictions.
�
(-2, 0), (-1, 5), (0, 7), (1, 5), (2, 0)
� �

30a. 30. Finance An accountant estimates that a certain new automobile worth $18,000 will
lose value at a rate of 16% per year. Have students create a data set that
Year Value ($) can best be modeled by a quadratic
a. Make a table that shows the worth of the car for years 0, 1, 2, 3, and 4. What is
0 18,000 the real-world meaning of year 0? the year when the car is new function. Have them explain why a
1 15,120 b. Which type of model best represents the data in your table? Explain. exponential
quadratic model fits their data better
x than either a linear or exponential
2 12,700.80 c. Write a function for your data. y = 18,000(0.84)
model.
3 10,668.67 d. What is the value of the car after 5 __12 years? $6899.36
4 8961.68 e. What is the value of the car after 8 years? $4461.77
31. Pet Care The table shows general guidelines for the weight of a Great Dane at
various ages.
Great Dane
9-4
31a. Possible answer: a. None of the three models in this lesson—linear,
quadratic; the second quadratic, or exponential—fits this data exactly. Age (mo) Weight (kg)
differences are Which of these is the best model for the data? Explain Which kind of model best
2 12
approximately constant your choice. describes each set of data?
4 23
at -2. b. What would you predict for the weight of a Great 1.
6 33 Time (s) Height of Ball (ft)
Dane who is 1 year old? about 48 kg
c. Do you think you could use your model to find the 8 40 0 200
weight of a Great Dane at any age? Why or why not? 10 45 1 184
No; this quadratic model will begin to decrease although the dog’s
weight will either continue to grow or eventually remain constant. 2 136
3 56
quadratic
2.
Value of Townhouse
Age (yr) Value ($)
0 100,000
1 102,000
2 104,040
3 106,121
exponential
3. Use the data in the table to
9-4 Linear, Quadratic, and Exponential Models 655 describe how the amount of
Name ________________________________________ Date __________________ Class__________________ Name ________________________________________ Date __________________ Class__________________ water is changing. Then write
Problem Solving Challenge
LESSON LESSON
9-x
9-4
Linear, Quadratic, and Exponential Models 9-x
9-4
Highway Traffic a function that models the
Write the correct answer. If you’ve ridden in a car on a highway, you’ve probably noticed that Traffic Average
1. The table shows the height of a
baseball for different times after it was
2. The table shows the cost of peaches.
Look for a pattern and determine which
the speed of traffic slows down when there are more cars on the
road. The data at right was gathered to research this phenomenon.
Density Speed
(vehicles/mi) (mi/h)
data. Use your function to pre-
thrown. Graph the data. Which kind of
M CS10_A1_MESE612225_C09L04.indd
model 655
best describes the data?
kind of model best describes the data.
Then write a function that models the
None of the models you have studied fits this data exactly.
Furthermore, the values of the independent variable don’t change
20.4
26.5
38.8
34.0 2/10/11 4:13:51 AM dict the amount of water in
data. by a constant amount, so you can’t check for constant differences 29.5 31.8
the pool after 3 hours.
Height of Baseball
Cost of Peaches or constant ratios. You’ll use a graphing calculator to find models 30.0 28.8
Time instead.
0 1 2 3 4
(s) Pounds 1 2 3 4 97.0 12.3
1. Enter the data into lists L1 and L2 on your calculator, and make
Height Cost ($) 1.29 2.58 3.87 5.16 106.2 10.6
5 53 69 53 5 a scatter plot. (Review Technology Lab 4-5 on page 262 of your
(ft) textbook if you forget how.) Sketch the scatter plot below. 106.7 11.4
linear 2. Based on the shape of the scatter plot, which kind of
model do you think will best describe the data?
107.2
121.7
10.3
8.5
Water in a Swimming Pool
y 1.29x 123.9 9.8
3. The table shows the number of
computers in a school for four years.
exponential or quadratic
3. Press and select the CALC menu. Select
130.5 8.6 Time (min) Amount of Water (gal)
141.3 7.7
LinReg(ax b) and press to find a linear model.
Year
Number of Computers
’00 ’01 ’02 ’03
Write the equation here, rounding to the thousandths. 10 327
y 0.251x 39.469
Computers 14 28 56 112
Write a function to model the data.

4. Press
and press
, enter the equation for the linear model,
. Sketch the line on your graph
20 342
Then use the function to predict how above.
quadratic
many computers the school will have in
2006 if the pattern continues.
5. Repeat step 3, but select QuadReg to find a
quadratic model. Write the equation here. y 0.002x2 0.547x 46.625
30 357
y 14(2)x; 896
The chart shows the ticket sales for movies on two different screens
6. Graph the quadratic equation, and sketch it above.
7. Repeat step 3, but select ExpReg to find an 40 372
at one theater over four days. Select the best answer. exponential model. Write the equation here. y 46.700(0.987)x
4. Which kind of model best describes the 8. Graph the exponential equation, and sketch it above.
ticket sales for the movie on screen 1?
Day 1
Screen1 Screen 2
400 3000
9. From the graphs of the three models, which model(s) increasing by 15 gal every 10
A linear C exponential
Day 2 440 2400
seems to fit best? Explain your choice(s).
B quadratic D none of these
5. Which function describes the data for
Day 3
Day 4
480
520
1920
1536
Exponential or quadratic; either model is a good fit for the curvature of
the scatter plot. min; y = 1.5x + 312; 582 gal
screen 1? 10. Use each model to predict the average speed of traffic
F y 40x2 H y 400x 7. Which function describes the data for
when the traffic density is 180 vehicles per mile.
screen 2? linear: 5.711 mi/h quadratic: 12.965 mi/h exponential: 4.430 mi/h
G y 40x 400 J y 400(40)x
F y 600x 3000 11. From your answers to question 10, which model(s)
6. Which kind of model best describes the
G y 600x 2400 2 seems to fit best? Explain your choice(s).
ticket sales for the movie on screen 2?
The exponential model fits best because it gives decreasing speeds as
A linear C exponential H y 3000(0.8)x
traffic density increases; the linear model gives negative speeds and
B quadratic D none of these J y 3000(1.25)x the quadratic model gives increasing speeds.
Lesson 9-4 655
CHAPTER
9 Organizer EXTENSION Linear and Nonlinear

Block __1 day
2
Rates of Change
CC.9-12.F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.*
Objectives: Identify linear and Recall that a rate of change is a ratio that compares the amount of change in a
Objectives
nonlinear rates of change. Identify linear and dependent variable to the amount of change in an independent variable.
nonlinear rates of change in dependent variable
Compare rates of change. rate of change = ___
change.
change in independent variable
Using the Extension Compare rates of
change.
The table shows the price of one ounce of Price of Gold
In tables representing functions, stu-
gold in 2005 and 2008. The year is the Year Price ($/oz)
dents have learned, given a constant independent variable and the price is the
x-difference, that a constant y-differ- dependent variable. The rate of change is 2005 513
ence indicates a linear function and ________
870-513
= ___
357
= 119, or $119 per year. 2008 870
2008-2005 3
a constant y-ratio indicates an expo-
nential function. In this extension,
students examine whether the rate
EXAMPLE 1 Identifying Constant and Variable Rates of Change
of change between ordered pairs in
a function table is constant or varies, Determine whether each function has a constant or variable rate of change.
indicating a linear function or a non- A {(0, 0), (1, 4), (3, 8), (6, 8), (8, 6)}
linear function. Find the ratio of the amount of change in the dependent variable y to
the corresponding amount of change in the independent variable x.
Additional Examples x y
0 0 The rates of change are
Example 1 +1 +4
1 4 __
4
= 4, __42 = 2, __03 = 0, and ___
-2
= –1.
Determine whether each func- +2 +4 1 2
3 8 The function has a variable rate of
tion has a constant or variable +3 +0
6 8 change.
rate of change.
+2 8 6 -2
A. x 0 2 6 8 12
y 1 2 4 5 7 B {(0, 1), (1, 2), (4, 5), (6, 7), (7, 8)}
constant Find the ratio of the amount of change in the dependent variable y to
B. the corresponding amount of change in the independent variable x.
x -1 0 2 3 6
x y
y -2 0 4 8 11
0 1
variable +1 +1 The rates of change are
1 2 __
+3 +3
1
1
= 1, __33 = 1, __22 = 1, and __11 = 1.
4 5 The function has a constant rate
Questioning
INTERVENTION +2 +2
6 7 of change.
Strategies
Questioning Strategies +1 7 8
+1
EX A M P L E 1
• In the table, which variable is the Determine whether each function has a constant or variable rate
dependent variable? Which variable of change.
is the independent variable? 1a. {(–3, 10), (0, 7), (1, 6), (4, 3), (7, 0)} constant
1b. {(–2, –3), (2, 5), (3, 7), (5, 9), (8, 12)} variable
• Can a rate of change be positive?
negative? zero?
1 Introduce
CC13_A1_MESE647036_C09EXb.indd 656
2 Teach 5/4/11 2:26:12 PM
CC.9-12.F.IF.6 Calculate and interpret

the average rate of change of a function
Motivate Guided Instruction
(presented symbolically or as a table) Remind students that they have already As you teach the lesson, emphasize the
over a specified interval. Estimate the worked with rates of change. Ask students connection between rate of change and
rate of change from a graph.* to give a real-world example of a rate of slope. In particular, point out that for a
change. Possible answer: a tank that fills nonlinear function, the rate of change
with water at the rate of 10 gallons per between two points on the graph is the
minute Explain that a function may have a slope of the line segment connecting the
constant rate of change or a variable rate points. The different slopes of the different
of change. line segments illustrate why a nonlinear
function has a variable rate of change.
656 Chapter 9
The functions in Examples 1A and 1B are graphed below.

"" Ê ,,",
Example 1A (variable Example 1B (constant ,/
rate of change) rate of change)
When students calculate rates of
9 9 change from a table, they may
8 8
7 7 calculate the ratio of the change
6 6 in the independent variable to
5 5 the change in the dependent vari-
4 4
3 3 able. Students may make this error
2 2 because the independent variable
1 1
is usually shown above the depen-
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 dent variable in a horizontal table.
Remind students that the change in
A function is a linear function if and only if the function has a constant rate of
the dependent variable goes in the
change. The graph of such a function is a straight line and the rate of change is the
slope of the line, as in Example 1B.
numerator.
A function with a variable rate of change, as in Example 1A, is a nonlinear function.

Examples of nonlinear functions include quadratic functions and exponential functions. Additional Examples
Example 2
EXAMPLE 2 Identifying Linear and Nonlinear Functions Use rates of change to deter-
Use rates of change to determine whether each function is linear or nonlinear. mine whether each function is
linear or nonlinear.
A B
x y x y
A. x y
-2 0 -6 18
+2 +1 +4 - 16
0 1 -2 2 –1 1
+1 + 0.5 +4 +0 1 1
1 1.5 2 2
+3 + 1.5 -2 -2 2 –2
4 3 0 0
+6 10 6
+3 +4 4 8
+8 4 –14
Find the rates of change. Find the rates of change.

5 –23
1 _
_ 0.5 = _ 1 _ 1.5 = _
1 _ 3 =_
1 -16 = -4 _
_ 0 =0 _ -2 = 1 8 =_
_ 1 nonlinear
2 1 2 3 2 6 2 4 4 -2 4 2
There is a constant rate of The rates of change are not B. x y
change, __12 , so this function constant, so this function is
–3 20
is linear. nonlinear.
0 11
Use rates of change to determine whether each function is linear or 1 8
nonlinear. 5 –4
2a. x y 2b. x y 10 –19
-2 1
_ -5 3
nonlinear 4 linear linear
-1 3
-1 1
_
2 1 3
0 1 3 3
7 3 Questioning
INTERVENTION
3 8
Strategies
4 16
When you are given a verbal description of a function, you can determine whether EX AM P LE 2
the function is linear or nonlinear by making a table of values and examining the • Can a linear function have a
rates of change. You can compare two functions by comparing their rates of change. variable rate of change? Why or
Extension 657 why not?
Reading Math Be sure students

realize that the word variable
CS10_A1_MESE612225_C09EXb.indd 657 2017011 3:15:24 PM
is used in two different ways in
this lesson. In the terms dependent vari-
able and independent variable, the word
variable refers to a letter or symbol that
is used to represent a value. In the term
variable rate of change, the word variable
means “changing.”
Extension 657
EXAMPLE 3 Physical Science Application
Additional Examples
Two water tanks contain 512 gallons of water each. Tank A begins to drain,
Example 3 losing half of its volume of water every hour. Tank B begins to drain at the same
time and loses 40 gallons of water every hour. Identify the function that gives
Two auction Web sites start with the volume of water in each tank as linear or nonlinear. Which tank loses water
100 members each. At site A, more quickly between hour 4 and hour 5?
the number of members doubles
Use the verbal descriptions to make a table for the volume of water in each
each month. At site B, 500 new tank.
members are added each month.
Describe the functions that give Time (h) 0 1 2 3 4 5
the number of members for each Water in Tank A (gal) 512 256 128 64 32 16
site as linear or nonlinear. Which
web site is growing more quickly Time (h) 0 1 2 3 4 5
from month 3 to month 4? site A: Water in Tank B (gal) 512 472 432 392 352 312
nonlinear; site B: linear; site A
For tank A, the rates of change are –256, –128, –64, –32, and –16, so the rate of
change is variable and the function is nonlinear.
For tank B, the rates of change are all –40, so the rate of change is constant
Questioning and the function is linear.
INTERVENTION
Strategies
Questioning Strategies Between hours 4 and 5, the volume of water in tank A decreases at a rate of
16 gallons per hour. The volume of water in tank B decreases at a rate of
40 gallons per hour. Tank B loses water more quickly.
EX A M P L E 3
• How can you use a verbal descrip-
3. Reka and Charlotte each invest $500. Each month, Charlotte’s
tion of a function to tell whether investment grows by $25, while Reka’s investment grows by 5% of
the function is linear or nonlinear? the previous month’s amount. Identify the function that gives the
• What should you compare in order value of each investment as linear or nonlinear. Who is earning
to determine which function is money more quickly between month 3 and month 4?
increasing more quickly? Reka: nonlinear; Charlotte: linear; Reka
EXTENSION
Exercises
Use rates of change to determine whether each function is linear or nonlinear.
1. x 4 5 7 10 12
linear
y –2 –1 1 4 6
2. x –2 3 4 6 8 nonlinear
y –4 6 8 14 20
3. x 0 3 9 12 18 linear
y 14 12 8 6 2
4. x –8 –6 –4 –2 0 nonlinear
y –3 1 3 5 9
3 Close
CS10_A1_MESE612225_C09EXb.indd 658 2017011 3:15:25 P
Summarize
Help students make a table like the one
below to summarize the main ideas of this
lesson.
Type of Function Rate of Change Graph

Linear constant line
Nonlinear variable not a line
658 Chapter 9
5. Caitlin: linear; 5. Hobbies Caitlin and Greg collect stamps. Each starts with a collection of 50 stamps. Multiple Representations
Greg: nonlinear; Caitlin adds 15 stamps to her collection each week. Greg adds 1 stamp to his If students have difficulty
Caitlin’s collection collection the first week, 3 stamps the second week, 5 stamps the third week, and so finding the rate of change
on. Identify the function that gives the number of stamps in each collection as linear between two points on the graph
or nonlinear. Which collection is growing more quickly between week 5 and week 6?
of a nonlinear function, encourage
Determine whether each function has a constant or variable rate of change. them to draw a line through the two
6. 7. 8. points. This will help them visualize
y y y
4 4 4 the slope and quickly determine
whether the rate of change is
2 2 2
6. variable positive or negative.
x x x
7. constant
0 0 0
8. variable -4 -2 2 4 -4 -2 2 4 -4 -2 2 4
-2 -2 -2
-4 -4 -4
9. y = 2x 2 variable 10. y + 1 = 3x constant 11. y = -7 constant

1 x constant
12. y = _ 13. y = 5 x variable 14. y = x 2+ 1 variable
5
15. y = 3 √�x variable x - 3 variable
16. y = _ 17. x + y = 6.25 constant
2x
Determine whether each statement is sometimes, always, or never true.

18. A function whose graph is a straight line has a variable rate of change. never
19. A quadratic function has a constant rate of change. never
20. The rate of change of a linear function is negative. sometimes
21. The rate of change between two points on the graph of a nonlinear function is 0.
sometimes
22. Critical Thinking The figure shows the graph of the y
x
exponential function y = __12 . () A 8
a. Find the rates of change between points A and B, 6

22b. All of the
between points B and C, and between points
rates of change are 4
A and D. -4; -2; - __ 7 B
negative; yes. 3
2
c. Since the graph b. What do you notice about the rates of change you C
D x
moves downward found in part a? Do you think this would be true
-4 -2 0 2 4
from left to right, it for the rate of change between any two points on
the graph?
makes sense that
the rate of change c. How do your findings about the rates of change relate
between any two to the shape of the graph?
points is negative. 23. A model rocket is launched from the ground. The graph Model Rocket
shows the height of the rocket at various times.
90
23b. Between A
a. Find the rates of change between points A and B and 80
and B; the rocket is between points B and C. 48; 16 70 C(2, 64)
Height (ft)
rising more quickly 60

between 0 s and b. Which rate of change is greater? What does this tell 50 D(3, 48)
you about the motion of the rocket? 40
1 s (48 ft/s) than 30
B(1, 48)
between 1 s and 2 s c. Find the rates of change between points C and D and 20
(16 ft/s). between points D and E. -16; -48 10
A(0, 0) E(4, 0)
d. The rocket is d. What does the sign of the rates of change you found
0 1 2 3 4 5
falling; the height is in part c tell you about the motion of the rocket? Explain.
Time (s)
decreasing.
Extension 659
PMCS10_A1_MESE612225_C09EXb.indd 659 2017011 3:15:26 PM
Extension 659
9-5 Organizer
Pacing: Traditional 2 days
Block 1 day
CC.9-12.F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by
Objectives: Compare functions verbal descriptions). Also CC.9-12.F.IF.6*, CC.9-12.F.LE.3*
in different representations. Objectives Who uses this?
Estimate and compare rates of Compare functions in Investment analysts can use different function
different representations. representations to compare investments. (See Example 2.)
change.
Estimate and compare
rates of change. You have studied different types of functions and how they can be represented as
Online Edition equations, graphs, and tables. Below is a review of three types of functions and
Tutorial Videos Vocabulary some of their key properties.
average rate of change
Equation y = mx + b y= ax2 + bx + c, y = ab x, a ≠ 0, b ≠ 1,
Example: y = 2x + 1 a≠0 b>0
Example: y = x2 - 2x + 3 Example: y = 0.5(2)x
Warm Up Graph
Find the slope of the line that

contains each pair of points.
1. (4, 8) and (-2, -10) 3
2. (-1, 5) and (6, -2) -1 Table x y x y x y

Tell whether each function 0 1 0 3 0 0.5
+2 -1 ×2
could be quadratic. Explain. +2
1 3 1 2 1 1
+2 +1 ×2
3. {(-1, -3), (0, 0), (1, 3), 2 5 2 3 +2 2 2
(2, 12)} yes; constant +2 +3 ×2
3 7 3 6 +2 3 4
2nd differences (6) 4 9
+2
4 11
+5
4 8
×2
4. {(-2, 11), (-1, 9), (0, 7),

Constant first Constant second Constant ratios
(1, 5), (2, 3)} no; the
differences differences
function is linear because
1st differences are
constant (-2).
EXAMPLE 1 Comparing Linear Functions
Deirdre and Beth each deposit money into their checking accounts weekly.
Their account information for the past several weeks is shown below.
Deirdre’s Account Beth’s Account

y
Weeks Account Balance ($)
Account balance ($)
140
120
0 60
100
Q: Why couldn’t the linear function 1 75 80
60
and the quadratic function get 2 90 40
along? 3 105 20
x
4 120 0
A: Because of their constant 1 2 3 4 5 6 7
differences. Weeks
CC.9-12.F.IF.9 Compare properties of two

1 Introduce
CC13_A1_MESE647036_C09L05.indd 660 4/30/11 7:59:16 AM
functions each represented in a different
E X P L O R AT I O N
way (algebraically, graphically, numerically
Comparing Functions
Motivate
in tables, or by verbal descriptions).
The monthly costs of three basic cell phone plans are described Explain to students that different types of
CC.9-12.F.IF.6 Calculate and interpret in the table below. Each plan has a monthly fee of $20 plus
an additional charge for each text message. In the table, C functions can be used to show trends. Linear
the average rate of change of a function represents the total monthly cost and m represents the number
of text messages. functions can be used to show constant changes,
(presented symbolically or as a table) Quadratic Exponential
Number of
Linear Plan Plan Plan such as the relationship between distance, rate
over a specified interval. Estimate the Text Messages
C = 20 + 0.10m C = 20 C = 20
per Month m
+ 0.01m2 (1.01)m of speed, and time. Quadratic functions may
rate of change from a graph.* 50 $25 $45 $32.89
100 $30 $120 $54.10 show a rate that increases over time, peaks,
Also CC.9-12.LE.3 150 $35 $245 $88.97
200 $40 $420 $146.32 and then decreases again. Each type of function
250 $45 $645 $240.64
300 $50 $920 $395.77 shows a different behavior.

1. Complete the table.
6. C increases
rapidly for each 2. Explain how to find the total cost C for a given number of text
text message messages m. Substitute the number of messages for m in each equation.
under the
Quadratic Plan 3. What is the cost of each plan for 500 text messages? Explorations and answers are provided in the
because the Linear: $70; Quadratic: $2520; Exponential: $2895.46
number of text
messages, m, THINK AND DISCUSS
is squared. C
increases more 4. Compare the rate at which C increases under each type of
online edition.
slowly under the
Exponential Plan plan for the values of m shown in the table. C increases the slowest
than under the under the Linear Plan; C increases the fastest under the Quadratic Plan.
Quadratic Plan 5. Describe how C changes as m increases in the Linear Plan.
for the values of C increases at a constant rate, or $0.10, per text message.
m shown in the 6. Describe how C changes as m increases in the Quadratic
660 Chapter 9
table. and Exponential Plans.
Compare the accounts by finding slopes and y-intercepts and interpreting
those values in the context of the situation.
Deirdre Beth Interpret and Compare. Additional Examples

Slope Slope The slope is the rate of
Use (1, 75) and (2, 90). Use (1, 60) and (2, 80). change. Beth is saving at Example 1
90 -75 = 15
_ _80 - 60 = 20 a higher rate.
Sonia and Jackie each bake
2 -1 2 -1
and sell cookies after school,
y-intercept y-intercept The y-intercept is the
and they each charge a
(0, 60) (0, 40) beginning account
balance. Deirdre started delivery fee. The revenue for
y-intercept = 60 y-intercept = 40
with more money. the sales of various numbers
of cookies is shown. Compare
1. Slope: Dave is the girls’ prices by finding and
1. Dave and Arturo each deposit money interpreting the slopes and
saving at a higher rate into their checking accounts weekly. Arturo’s Account y-intercepts.
($12/wk) than Arturo Their account information for the past
Account balance ($)

y
($8/wk); y-int.: Dave several weeks is shown. Compare the 48
started with more accounts by finding and interpreting Sonia’s Revenue
32
money ($30) than slopes and y-intercepts.
Cookies Sold Revenue ($)
Arturo ($24). Dave’s Account 16
x 24 11.00
Weeks 0 1 2 3
1 2 3 4 48 17.00
Account Balance ($) 30 42 54 66
Weeks
72 23.00
96 29.00
Remember that nonlinear functions do not 120 35.00
have a constant rate of change. One way f (x)
to compare two nonlinear functions is to 144 41.00
calculate their average rates of change over 168 47.00
(x2, y2)
a certain interval. For a function f(x) whose
The notation [0, 20] graph contains the points (x1, y1) and (x2, y2), Average rate of
means all x-values y -y Jackie’s Revenue
the average rate of change over the interval (x1, y1) change = x 2 x 1
from 0 to 20, 2- 1 y
[x1, x2] is the slope of the line through (x1, y1) 24
including 0 and 20.
and (x2, y2). 22
20
18
2
Revenue ($)
EXAMPLE Comparing Exponential Functions 16
14
An investment analyst offers two different investment options for her
12
customers. Compare the investments by finding and interpreting the
10
average rates of change from year 0 to year 20.
8
Investment A Investment B 6
y 4
Years Value ($) 35 2
30 x
0 10.00
25 0
Value ($)
20 40 60 80
5 13.38 20
15 Cookies sold
10 17.91
10
15 23.97 5 Slope: Jackie charges more per
x
20 32.07 0 5 15 25 35 cookie ($0.30) than Sonia does
25 42.92 Years ($0.25); y-int.: Jackie’s delivery
fee ($2) is less than Sonia’s ($5).
9-5 Comparing Functions 661

Questioning
INTERVENTION
Strategies
2 Teach
CS10_A1_MESE612225_C09L05.indd 661 EX AM P LE
2/15/11 4:02:10 AM 1
• For a linear function, which
Guided Instruction quantity represents the rate of
Review the function types and their Through Visual Cues change, and which represents the
properties. Explain that linear and Have students discuss the rate of change starting value of x?
quadratic functions have constant of a linear function and the average rate
differences, but exponential functions of change of a quadratic function. Graph
have constant ratios. For each type of a line and show them that the rate of
function, discuss the average rate of change is the slope of the line. Then graph
change and what it means in the a quadratic or exponential function, and
situation. Show that the y-intercept connect two different points on the graph
usually represents the initial value in with a segment. Show them that the slope
a situation, such as the height of an of the segment is the average rate of
object at 0 seconds. change between the two points.
Lesson 9-5 661

Calculate the average rates of change over [0, 20] by using the points whose
x-coordinates are 0 and 20.
Additional Examples Investment A

32.07 - 10.00 = _
__ 22.07 ≈ 1.10 Use (0, 10.00) and (20, 32.07).
Example 2 20-0 20
Investment B
An investment analyst offers
27 - 10 = _
_ 17 = 0.85 Use the graph to estimate. When x = 20,
two different investment 20-0 20 y ≈ 27. Use (0, 10) and (20, 27).
options for her customers.
From year 0 to year 20, investment A increased at an average rate of $1.10
Compare the investments by
per year, while investment B increased at an average rate of $0.85 per year.
finding and interpreting the
average rates of change from
2. Compare the same investments’ average rates of change from
year 0 to year 10.
year 10 to year 25. A increased about $1.67/yr; B increased
Investment A about $1.13/yr.
y EXAMPLE 3 Comparing Quadratic Functions
80 Rosetta’s Plan
Students in an engineering class were given an
70 assignment to design a parabola-shaped bridge.
60 y = -0.01x 2 + 1.2x
Value ($)
Two students’ models are shown at right. Compare

50 the models by finding and interpreting maximums,
40 x-intercepts, and average rates of change over the Marco’s Plan
30 x-interval [0, 20]. y
32
20 24
10 • The maximum is the height of the bridge at its
x 16
highest point. 8
0 x
1 2 3 4 5 6 7 8 9 10 11 • The difference of the x-intercepts is the length of 0 40 80 120
Years the bridge.
• The average rate of change over [0, 20] indicates
Investment B A increased the steepness of the bridge over the first 20 horizontal feet.
Years Value ($) ≈$5.60/yr; For Rosetta’s plan, use the function.
B increased
0 9.00 Step 1 Find the maximum.
$5.75/yr The minimum or
2 13.42 maximum of a x = -_b = -_ 1.2 =_1.2 = 60
Find the x-value of the vertex.
quadratic function 2a 2(-0.01) 0.02
4 20.02 is the y-value of the y = -0.01(60)2 + 1.2(60) Substitute 60 into the function
6 29.88 vertex. to find the y-value of the vertex.
= -36 + 72 = 36
8 44.57
The vertex is (60, 36) and the maximum is 36.
10 66.50
Step 2 Find the x-intercepts.
12 99.20
-0.01x2 + 1.2x = 0 Write the related equation.
-x(0.01x - 1.2) = 0 Solve for x.
Example 3 x = 0 or 0.01x - 1.2 = 0

0.01x = 1.2
Compare the functions
x = 120
y1 = 0.35x2 - 3x + 1 and
y2 = 0.3x2 - 2x + 2 by finding The x-intercepts are 0 and 120.
minimums, x-intercepts, and Step 3 Find the average rate of change over [0, 20].
average rates of change over
At x = 0, y = -0.01(0)2 + 1.2(0) = 0 Find the points whose x-coordinates
the x-interval [0, 10]. are 0 and 20.
At x = 20, y = -0.01(20)2 + 1.2(20)
min.: y1 ≈ -5.43, y2 ≈ -1.33; = -4 + 24 = 20
x-int.: y1 ≈0.35, ≈8.22; y2 ≈1.23, 20 - 0 = 1
≈5.44; avg. rate of chg. over Use (0, 0) and (20, 20): _
20 - 0
[0, 10]: y1 ≈0.5; y2 = 1
Also available online 662 Chapter 9 Exponential Functions
Questioning
INTERVENTION
Strategies
EX A M P L E 2
• How can you determine the
average rate of change of a given
function over a certain interval?
EX A M P L E 3
• Explain why an average rate of
change may be different over
two different intervals.
662 Chapter 9
For Marco’s plan, use the graph.
Step 1 Find the maximum.
The maximum is slightly greater than 24, between 24 and 32. Additional Examples
Step 2 Find the x-intercepts. Example 4
The x-intercepts are 0 and 100. A town has approximately
Step 3 Find the average rate of change over [0, 20]. 500 homes. The town council
16 - 0 = _
16 = 0.8 is considering plans for future
Use (0, 0) and (20, 16): _
20 - 0 20 development. Plan A calls for
an increase of 50 homes per
Rosetta’s Marco’s
Interpret and Compare. year. Plan B calls for a 5%
Bridge Bridge
increase each year. Compare
Maximum
36 ft just over 24 ft Rosetta’s bridge is taller. the plans. More homes will be
Height
built under plan A up to the end
Length 120 – 0 = 120 ft 100 – 0 = 100 ft Rosetta’s bridge is longer.
3. Rosetta’s new model: of the 26th yr. After that, more
max ht. = 30.25 ft; Average homes will be built under plan B,
Rosetta’s bridge is steeper
Steepness 1 0.8
length = 110 ft; avg. over [0, 20]. and plan B results in more homes
Over [0, 20]
steepness over than plan A by ever-increasing
[0, 20] = 0.9; new amounts each yr.
bridge is taller, longer, 3. What if…? Suppose Rosetta uses y = -0.01x2 + 1.1x and
and steeper over [0, 20] Marco uses the same plan as above. Compare Marco’s model Also available online
than Marco’s. with Rosetta’s new model.
Questioning
INTERVENTION
EXAMPLE 4 Comparing Different Types of Functions Strategies
A town has approximately 1000 homes. The town council is considering
plans for future development. Plan A calls for an increase of 200 homes per EX AM P LE 4
year. Plan B calls for a 10% increase each year. Compare the plans.
• When comparing functions, what
Let x be the number of years. Let y be the number of homes. Write functions
are the important characteristics to
to model each plan.
compare?
Plan A: y = 200x + 1000
Plan B: y = 1000(1.10)x Reading Math If students
confuse quadratic and
Use your calculator to graph both functions. 8000
exponential functions,
The graphs show that under plan A, there will remind them that a square is a
4. A: y = 100x + 850; be more homes built than under plan B in early quadrilateral, and that the variable
B: y = 850 (1.08)x ; years. is squared in a quadratic function. In
school A’s enrollment But by the end of the 15th year, the number of 0 an exponential function, the variable
will exceed school B’s homes built under plan B exceeds the number
25
is in the exponent.
enrollment at first, of homes built under plan A. From that point
but school B will have on, plan B results in more homes than plan A
more students by the by ever-increasing amounts every year.
end of the 11th yr. After
that, school B’s 4. Two neighboring schools use different models for anticipated
enrollment exceeds growth in enrollment: School A has 850 students and predicts
school A’s enrollment an increase of 100 students per year. School B also has 850
by ever-increasing students, but predicts an increase of 8% per year. Compare
amts each yr. the models.
9-5 Comparing Functions 663
3 Close
Review how data in real-world situations Diagnose Before the Lesson

can be compared using different functions Warm Up, TE
and representations. Remind students that
the rate of change of a linear function is
the same for any interval. For other func-
tions, the average rate of change will vary
depending on the interval.
Assess After the Lesson

Lesson Quiz
Alternative Assessment
Lesson 9-5 663

Answers to Think and Discuss
1. Rates of change for quadratic THINK AND DISCUSS
and exponential functions are 1. Explain why you need to use the word average when comparing rates
variable, but rates of change for of change for quadratic or exponential functions, but not for linear
linear functions are constant. functions.
2. Using an equation, you can find 2. A function can be represented by an equation or a graph. Describe a
exact values. Using a graph, you possible advantage of each representation.
can quickly see how variables 3. GET ORGANIZED Copy and complete the graphic organizer. Complete
are related. the sentence in each column by writing important values to compare.
3. See Additional Answers.
Comparing Functions
Linear to Exponential to Quadratic to Linear to
Linear Exponential Quadratic Quadratic
Compare… Compare… Compare… Compare…
9-5 Exercises
9-5
Assignment Guide Exercises
Assign Guided Practice exercises
as necessary.
GUIDED PRACTICE
If you finished Examples 1–2
SEE EXAMPLE 1 1. Personal Finance Fay and Kara each withdraw money from their savings
Basic 5, 6, 10
accounts weekly, as shown. Compare the accounts by finding and interpreting
Average 5, 6, 9, 10 slopes and y-intercepts.
Advanced 5–6, 9, 10, 12 Kara’s Account
Fay’s Account
Account balance ($)

y
If you finished Examples 1–4 Weeks 0 1 2 3 500
Basic 5–10, 13–14, 16–30 400
Account Balance ($) 425 375 325 255 300
Average 5–10, 12–14, 16–30 200
Slope: Kara is withdrawing at a higher rate ($75/wk)
Advanced 5–30 than Fay ($50/wk); y-int.: Kara started with more money
100
x
0 1 2 3 4
($500) than Fay ($425).
Homework Quick Check Weeks
Quickly check key concepts.
Exercises: 5, 6, 7, 8, 10 SEE EXAMPLE 2 2. Biology A biologist tracked the hourly growth of two different strains of bacteria in
the lab. Her data are shown below. Compare the number of bacteria by finding and
2. A: increased interpreting the average rates of change from hour 0 to hour 4.
Reading Math Remind 100 bacteria/h; Bacteria A Bacteria B
students to verify that B: increased y
Hours Number of Bacteria 180
the data provided is in about 37.5
Number of bacteria
160
the units the problem requests. For 0 5
bacteria/h. 140
James Cavallini/Photo Researchers, Inc

Exercise 2, the question asks for 1 15 120
100
bacteria per hour, so students should 2 45 80
verify that the data is given in hours. 3 135 60
40
4 405 20
x
0 1 2 3 4
Hours

Name ________________________________________ Date __________________ Class__________________
LESSON
11-4A READING STRATEGIES
Reading Strategies
Comparing Two Functions
RETEACH
Functions can be compared in several ways.
Function Types
Engineering students were given an assignment to design an arch. Linear Quadratic Exponential
Two models are organized in a table so they can be compared. Find
Equation y = mx + b y = ax 2 + bx + c y = ab x
Make sense of problems and persevere and interpret their
CC13_A1_MESE647036_C09L05.indd maximums, x-intercepts, and average rates of
664
change over the x-interval [0, 10].
a≠0 a ≠ 0, b ≠ 1, b > 0
6/2/11 12:56:54 AM
Rate of change Constant Variable Variable
in solving them. Exercises 1–10, 15 Model 1
y = −0.2x 2 + 4 x
Model 2
y = −0.02x 2 + x
Interpret and
Compare.
You can compare functions in different representations, including tables, graphs, or equations.
Compare the accounts at Evie's College Fund
right by finding slopes
Construct viable arguments and critique x=−
b
=−
4
=
4
= 10
b
x=− =−
2a
1
=
1
2( −0.02) 0.04
= 25 The arch in model 1 and y-intercepts and
interpreting those values
Month Balance ($)
Maximum 2a 2( −0.2) 0.4 is taller because the 0 1000
the reasoning of others. Exercises 11–12 height of
arch
y = −0.2(10)2 + 4(10) = 60
y = −0.02(25)2 + 25 = 12.5
The maximum height is
function has a
greater maximum
in the context of the
situation. 1 1100
The maximum height is 60 ft. value. 2 1200
12.5 ft.
3 1300
Attend to precision. Exercise 15 4 1400
x-intercepts: x-intercepts: 5 1500
The arch in model 2
−0.2 x 2 + 4 x = − x (0.2x − 4) −0.02 x 2 + x = − x (0.02x − 1)
Width of is wider because the
x = 0 or 0.2 x − 4 = 0 x = 0 or 0.02x − 1 = 0 Evie Lucy Interpret and Compare
arch difference of the x-
x = 0 or 20 x = 0 or 50
intercepts is greater. Slope: Use (0, 1000) and Slope: Use (0, 1200) and The slope is the rate of change.
The width is 20 ft. The width is 50 ft.
(5, 1500):
1500 − 1000
= 100 (5, 1600):
1600 − 1200
= 80
Evie is saving at a higher rate.
5−0 5−0
(0, 1000) is in the table (0, 1200) is on the graph. The y-intercept is the beginning
At x = 0, y = 0. At x = 0, y = 0. The arch in model 1
Average y-intercept = 1000 y-intercept = 1200 account balance. Lucy started
At x = 10, At x = 10, is steeper than the
rate of with more money.
−0.2x 2 + 4 x = −0.2(10)2 + 4(10) = 20 −0.02x 2 + x = −0.02(10)2 + 10 = 8 arch in model 2
change
Use (0, 0) and (10, 20): Use (0, 0) and (10, 8): because the
over
20 − 0 8−0 average rate of 1. Jon and Jeremy each save money weekly from their allowances, as shown. Compare the
[0, 10] =2 = 0.8
10 − 0 10 − 0 change is greater. accounts by finding and interpreting slopes and y-intercepts.
Jon's Savings
Week 0 1 2 3 4 a. Slopes Jon: 5; Jeremy: 4
________________________________
Total ($) 11 16 21 26 31 b. Interpret and compare: Jon is

_________________
saving at a faster rate.
_______________________________________
1. Look at the equation used to find the maximum height of the arch. Which variable
State Resources Online y
represents the maximum height? _________________
Jon: $11, Jeremy: $4.
c. y-intercepts: ___________________________
d. Interpret and compare: Jon started
_________________
with more money.
________________________________________
2. Look at the equations used to find the average rate of change. Why is finding the average
rate of change important? The
_____________________________________________________________
greater avg. rate of chg. indicates a
steeper arch.
664 Chapter 9
A1_CCEAN612140_11-04A_RS.indd 1 9/21/11 12:58:08 AM

SEE EXAMPLE 3 3. Architecture An architect designs arch-shaped Design A

"" Ê ,,",
passageways in the form of a parabola. Models for y = -2x 2 + 8x
two of his designs are shown at right. Compare the ,/
designs by finding and interpreting maximums, Design B
x-intercepts, and average rates of change over the y In Exercise 7, students may forget to
9
interval [0, 2]. 8
find and interpret both x-intercepts.
7 Remind them that the rocket starts
Height (ft)
SEE EXAMPLE 4 4. Business A bicycle store has approximately
6 on the ground, so the value at x = 0
5
200 bicycles in stock. The store owner is considering 4
is also an x-intercept.
plans for expanding his inventory. Plan A calls for 3
an increase of 30 bicycles per year. Plan B calls for 2 Visual For Exercises 5–7,
1
a 10% increase each year. Compare the plans. x show students each of the
0 1 2 3 4 5 6 7 8 9 functions in both table and
Width (ft) graph format. Students may be more
comfortable comparing the functions
PRACTICE AND PROBLEM SOLVING if they are presented in the same
5. Slope: Darius is 5. Recreation Kevin and Darius each hiked a mountain trail at different rates, as format. Ask students to explain how
hiking faster shown below. Compare the hikes by finding and interpreting slopes and y-intercepts. comparing functions in the same
(2.2 mi/h) than format is different than comparing
Kevin’s Hike Darius’s Hike
Kevin (2 mi/h); the functions given in different
Time (h) 0 1 2 3 y = 2.2x + 1
y-int.: Kevin formats.
started farther Distance from Camp (mi) 1.5 3.5 5.5 7.5
from camp (1.5 mi)
than Darius (1 mi). 6. Anthropology An archeologist used these functions to model the changing
populations of two ancient cities as they grew in size. Compare the populations by
finding and interpreting the average rates of change over the interval [0, 40].
Answers
6. A: 6.3 people/
3. A: x-int. = 0, 4; max. = 8; avg.
mi2; B: about 5.25 City A City B
people/mi2 rate of chg. over [0, 2] = 4;
Area (mi2) Population y
275 B: x-int. = 0, 6; max. = 9; avg.
0 0 250 rate of chg. over [0, 2] = 4; B is
225
10 31 200
taller and wider. Both are equally
Population
20 89 175 steep over [0, 2].

150
30 164 125
4. Plan A will result in more
100 bicycles at first, but plan B
40 252
75 surpasses plan A by the end of
7. A: x-int. = 0, 5; 50 353 50
the 8th yr. After that, B exceeds
max = 100; avg. 25 x
A by ever-increasing amounts
rate of chg. over 0 10 20 30 40
each yr.
[0, 2] = 48; B: Area (mi2)
x-int. = 0, 4; max
7. Physics Rhea’s science teacher launched two model rockets straight up into the air.
= 64; avg. rate of
The functions that model the heights of the rockets are shown below. Compare the
chg. over [0, 2]
functions by finding and interpreting maximums, x-intercepts, and average rates
= 32. A is faster,
of change over the x-interval [0, 2].
will go higher, and
covers more horiz.
dist. than B. Rocket A Rocket B
y= -16x2 + 80x Time (s) 0 1 2 3 4
Height (ft) 0 48 64 48 0
PRACTICE A
PRACTICE C
9-5 Comparing Functions 665 PRACTICE B

1. Three functions are given below. Complete the tables and find the rate of change over [0, 3]
for each function. Then graph all three functions on the same coordinate plane.
PROBLEM SOLVING CHALLENGE y = 4x + 10 y = 1 + 4x y = 4x2 + 4x
y x y x y x y
y = 1+ 4x
1. George and Julie each deposit money 2. Miguel tracked the weekly spread of two Exponential functions are often used to model population growth. Real data 80
y = 4x2 + 4x
0 10 0 2 0 0
into their savings accounts monthly. strains of flu virus. His data are shown gathered over time can be used to generate a population model. 60
1 14 1 5 1 8
Compare the accounts by finding slopes below. Compare the number of cases of 1. A conservationist collected the data shown in the table for the population of gray wolves in 40
M CC13_A1_MESE647036_C09L05.indd and
665y-intercepts. 6/2/11 12:57:13 AM 2 18 2 17 2 24
flu by finding and interpreting average Yellowstone National Park. Is the graph an accurate model of the data? Compare the table 20
y = 4x + 10
George's Account rates of change from week 0 to week 4. and the graph by finding and interpreting the average rates of change over the interval [0, 8] 0
x
3 22 3 65 3 48
1 2 3 4 5
Strain 1 and [0, 15].
4 26 4 257 4 80
Month 0 1 2 3
Week 0 1 2 3 4 5 Year (1995 = 0) Gray Wolves
Balance ($) 125 175 225 275 Rate of
Cases 15 25 40 60 85 115 0 14 change 4
_________________ 21
_________________ 16
_________________
1 31
a. Compare the rates of change. The linear function has the least rate of change and
_______________________________________________________
3 112
the exponential function has the greatest rate of change.
5 119 _________________________________________________________________________________________
8 174 b. How do the y-values at x = 0 and x = 3 relate to the rates of change over [0, 3]?
12 171 _________________________________________________________________________________________
13 124 2. An engineer designs headlight reflectors. Equations for the shapes of two of his designs are
15 128 shown below. Complete the tables for each function. Compare the designs by finding and
avg rate of chg. [0, 8]: 4.75; avg. comparing average rates of change, minimums, and maximums over the interval [0, 3].
rate of chg. [0, 15]: 8
Slope: Both are saving at the same rate avg. rate of chg. [0, 8]: 20; Over [0, 8], the graph is not a Design A: Design B:
_________________________________________ ________________________________________ b. The function
Strain 1: 17.5 cases/wk; y = 5x2 + 5x y = 5 + 5x
($50/mo); y-int.: George started with Strain 2: ≈15.25 cases/wk
avg. rate of chg. [0, 15]: 7.6 good model; over [0, 15], the graph
with the greatest
_________________________________________ ________________________________________
is a good model. x y x y
more money ($125) than Julie ($200). Quadratic functions can be used to model applications involving parabolic motion.
rate of change has 0 0 0 6
The table and graph below show functions used to model the the greatest differ-
2. The distance d in feet that a skydiver falls without air resistance before her parachute opens 1 10 1 10
population in millions of the United States. Use the table or graph to ence between the
can be modeled by the equation d = 16t2, where t is the time in seconds. Compare the
select the best answers for 3 and 4. y-values at x = 0 2 30 2 30
actual measured distances (with wind resistance) in the table to the graph by finding and
interpreting the average rates of change over the interval [0, 15]. and x = 3. 3 60 3 130 y
Year (2000 = 0) Population (millions)
Time (s) Distance (ft) 4 100 4 630 80 y = 5 + 5x
0 282
0 0 60
Rate of 1 y = 5x2 + 5x
2 288 1 16
20 41 _
change _________________ 3
_________________ 40
4 293 3 128
Minimum 20
6 298 5 375 value on [0, 3] 0

_________________ 6
_________________ x
0
10 1250 Maximum 1 2 3 4 5
8 304 value on [0, 3] 60
_________________ 130
_________________
15 2550
20 4200
3. What is the rate of change in the table 4. What is the rate of change in the graph 25 5250
from the year 2000 to the year 2008? from the year 2000 to the year 2008? 30 5800
A 1.75 million C 22 million F about 7.5 million people/year
B 2.75 million D 73.25 million G about 3.5 million people/year
H about 3 million people/year
avg. rate of chg. [0,15]: 170 ft/s
_________________________________________ avg. rate of chg. [0, 15]: 700 ft/s
________________________________________ A1_CCEAN612140_11-04A_PB.indd 1 9/21/11 12:56:26 AM
B The graph is not a good model (because it
J about 2.5 million people/year _________________________________________ ________________________________________
does not account for wind resistance).
665
J
Lesson 9-5
A1_CCEAN612140_11-04A_CH.indd 1 9/21/11 12:55:19 AM
A1_CCEAN612140_11-04A_PS.indd 1 9/21/11 12:57:42 AM
In Exercise 13, stu- 8. Proposal A will 8. Recreation A summer boating camp has 75 boats. The camp director is considering
dents who selected result in more two proposals for increasing the number of boats to match the increase in the number
C found the amount boats over the first of campers. Proposal A recommends increasing the number of boats by 5 boats per
of money that Tanya would save several years, but year. Proposal B recommends a 5% increase each year. Compare the proposals.
under plan A after 10 years. The B surpasses A by 9. Three functions are given below. Make a table of values for each function using
result was not compared to the the end of the 12th nonnegative coordinates. Then graph all 3 functions on the same coordinate plane.
savings from plan B. yr. After that, B Compare and interpret the tables, graphs, and rates of change over [0, 4].
exceeds A by y = 5x + 30 y = 3 + 5x y = 3x2 + 5x
ever-increasing
Journal amounts each yr. 10. Business The revenue of a company based on the price of its product is modeled
by the function below.
Have students write about the dif-
ference between a constant rate of Product Price and Revenue
change and an average rate of change. y
400
300
Revenue ($)
11a. Plan B results 200
in more students in 100
Give students a quadratic function
the first few years,
and ask them to represent it graphi- x
but plan A exceeds
cally and in table form. Then ask stu- plan B by year 7, 2 4 6 8 10 12
dents to find a linear function with -100
after which A con-
the same average rate of change tinues to exceed B Product price ($)
over the interval [0, 3]. by ever-increasing
a. Estimate the average rate of change over [0, 4]. about 120
amounts each year.
b. What price that will yield the maximum revenue? $5
Answers b. B; B will double
11. Critical Thinking A karate center has 120 students. The director wants to set a
9. Possible tables: enrollment in 6 yrs,
goal to motivate her instructors to increase student enrollment. Under plan A, the
while A will take
goal is to increase the number of students by 12% each year. Under plan B, the goal
y1 = 5x + 30 y3 = 3x2 + 5x slightly longer. is to increase the number of students by 20 each year.
x y x y c. A; A will triple a. Compare the plans.
0 30 0 0 enrollment in 9–10 b. Which plan should the director choose to double the enrollment in the shortest
yrs, while B will amount of time? Explain.
1 35 1 8
take 12–13 yrs. c. Which plan should she use to triple the enrollment in the shortest amount of
2 40 2 22
time? Explain.
3 45 3 42
12. Write About It Compare the characteristics of linear, quadratic, and exponential
4 50 4 68 functions, including any of the following that are applicable: rate of change,
rate of chg. avg. rate of chg. x-intercept, and maximum/minimum. Explain how to decide which type of function
over [0, 4] = 5 over [0, 4] = 17 is being shown on a graph and in a table.
y2 = 3 + 5x
x y y 13. Tanya has $2000 in her savings account. She wants to save more money. She is
50 y2 y1
0 4 considering two savings plans. Under plan A, she will increase her account balance
40 y3 by $1000 per year. Under plan B, she will increase her account balance by 20% each
1 8 30
year. How much more will she save with plan B after 10 years? Round your answer
20
2 28 to the nearest dollar.
10 x
3 128 $383 $12,000
0 1 2 3 4 5
4 628 $9,562 $12,383
avg. rate of chg.
over [0, 4] = 156
• y1 is lin. It has the greatest y-value/

highest graph at x = 0. But y1 has 666 Chapter 9 Exponential Functions
the least rate of chg. over [0, 4],
so it has the shallowest graph and
• y3 is quad. At x = 0, y3 < y1 (its graph is below Answers
the least y-value/ lowest graph at
the graph of y1). But y3 has the greater rate of
x = 4. CS10_A1_MESE612225_C09L05.indd 666 12. Linear: graph is a line; constant rate of chg.; 2/15/11 4:02:37 AM
chg., so y3 > y1 at x ≈ 3.5; after this pt., the
• y2 is exp., has the greatest rate 0 or 1 x-int.; no min. or max.; constant 1st
graph of y3 is steeper and higher than that of y1
of chg. over [0, 4], increases the differences. Quadratic: graph is a parabola;
by ever-increasing amts. But y3 does not grow as
most quickly, and has the steepest variable rate of chg.; 0, 1, or 2 x-int.; has min.
quickly as y2. The graph of y3 is below that of y2
graph. Its graph is above the others or max. at vertex; constant 2nd differences.
and is not as steep.
at x ≈ 2.5; after this pt., its graph is Exponential: variable rate of chg.; no x-int.; no
above the others by ever-increasing min. or max.; constant ratios
amts.
666 Chapter 9
14. The equation for the motion of a model rocket fired straight up with an initial
velocity of 64 feet per second is h = 64t - 16t2. Which could be the graph of this
function?
h h h h
9-5
70 70 70
1.5 60 60 60
50 50 50 1. Find the average rates of
1 40 40 40
30 30 30
change over the interval [2, 5]
0.5 20 20 20 for the functions shown.
10 10 10
t t t t Function A
0 0.25 0.75 0 1 2 3 0 1 2 3 0 1 2 3
y
35
30
25
20
15
15. Two functions are shown below. 10
Function A Function B 5
15a. x
A B
y y = 12 - 2x 0
40 -2 2 4
36
[0, 4] 8 -3.75 32
[0, 6] 6 -10.5 28 A: 3; B: ≈47.01
24
[4, 6] 2 -24 20 Function B
16
[7, 10] -5 -298.7 12 x y
[8, 12] -8 -960 8
0 1
4
x
0 2 4 6 8 10 12
1 2.72
b. A: rate of chg. is
2 7.39
pos. and decreasing
a. Estimate the average rate of change over the intervals [0, 4], [0, 6], [4, 6], [7, 10],
until (6, 36), when 3 20.09
and [8, 12] for both functions.
it becomes neg. 4 54.60
and decreasing. B b. Explain how the average rate of change varies for each function.
c. What if...? For function B, if y is doubled while x remains the same, what is 5 148.41
has ever-decreasing
neg. rate of chg. the effect on the rate of change over [0, 4]?
2. Compare y = x2 and y = -x2
c. It is doubled. by finding minimums/
maximums, x-intercepts, and
average rates of change over
the interval [0, 2]. Both have
x-int. 0, which is also the max.
of y = –x2 and the min. of
y = x2. The avg. rate of chg.
for y = x2 is 2, which is the
opp. of the avg. rate of chg.
for y = –x2.
3. A car manufacturer has 40 cars
in stock. The manufacturer is
considering two proposals.
Proposal A recommends
increasing the inventory by
12 cars per year. Proposal
B recommends an 8%
increase each year. Compare
9-5 Comparing Functions 667 the proposals. Under
proposal A, more cars will be
Answers manufactured for the first
29 yrs. After the 29th yr, more
28.
M CC13_A1_MESE647036_C09L05.indd 667 5/12/11 9:34:33 AM
cars will be manufactured
-10 -8 -6 -4 -2 0 2 4 6 8 10
under proposal B.
29.
-10 -8 -6 -4 -2 0 2 4 6 8 10
30.
28 32 36 40 44 48 52
31.
-2 0 2 4 6 8 10
32.
-6 -4 -2 0 2 4 6
33.
-2 0 2 4 6 8 10
Lesson 9-5 667

CHAPTER
SECTION 9B Make sense of problems and

SECTION persevere in solving them.
9B Exponential Functions
Dollars for Scholars In 1980, the average annual tuition at
two-year colleges was $350. Since then, the cost of tuition has
increased by an average of 9% each year.
Organizer 1. What type of function should you use to model this situation?
exponential
Objective: Assess students’ 2. Write a function rule that models the annual growth in
tuition at two-year colleges since 1980. Let 1980 be year
ability to apply concepts and skills
zero in your function. Identify the variables, and tell which
in a real-world format. is independent and which is dependent.
3. Use your function to determine the average annual tuition in
Online Edition 2006. Use a table and a graph to support your answer. $3289.71
4. Use your function to predict the average annual tuition at two-year
colleges for the year you plan to graduate from high school. Answers will vary.
5. In what year is the average annual tuition twice as much as in 1980? Use
Answers a table and a graph to support your answer. about 1988
3, 5, 6. For tables and graphs, 6. In what year does the average annual tuition reach $1000? Use a table
see Additional Answers. and a graph to support your answer. 1993
(c), Laimute Druskis/Stock Boston/Aurora Photos; (bc), © D. Hurst/Alamy; (br), © Brian Hagiwara/Brand X Pictures/Alamy
x
2. y = 350(1.09) ; y = tuition
(dep.); x = years since 1980
(indep.)
INTERVENTION
Make sense of problems and persevere Scaffolding Questions
CC13_A1_MESE647036_C09MPb.indd 668
Extension 4/30/11 8:06:03 AM
in solving them. How would the function change if the

1. Explain why it is best to use 1980 as year
zero. This is the first year with given data. annual growth rate were 12%? The function
x
2. What is the annual growth factor as a would be y = 350(1.12) .
decimal? 1.09 How would the graph change with this
3. How do you find your x-value? the year I growth rate? It would increase more rapidly.
graduate from high school minus 1980
4. What is the starting value for tuition?
$350
5. Describe how the tuition amounts change
with each additional year. Each year the
State Resources Online cost is 9% more than the previous year.
668 Chapter 9
CHAPTER
SECTION 9B
section
Quiz for Lessons 9-3 Through 9-5
9-3 Exponential Growth and Decay
9B
Write a function to model each situation. Then find the value of the function after
the given amount of time.
1. Fiona’s salary is $30,000, and she expects to receive a 3% raise each year; 10 years. Organizer
2. $2000 is invested at a rate of 4.5% compounded monthly; 3 years.
3. A $1200 computer is losing value at a rate of 20% per year; 4 years. Objective: Assess students’
4. Strontium-90 has a half-life of 29 years. About how much strontium-90 will be left from a mastery of concepts and skills in
100-mg sample after 290 years? Round your answer to the nearest thousandth. 0.098 mg this section.

� �
5. (-2, 5), (3, 10), (0, 1), (1, 2), (0.5, 1.25)
� �
6. (0, 3), (2, 12), (-1, 1.5), (-3, 0.375), (4, 48)
Resources
� quadratic � � exponential �
Look for a pattern in each data set to determine which kind of model best Assessment Resources
describes the data. linear � exponential � Section Quiz
� �
7. (-2, -6), (-1, -5), (0, -4), (1, -3), (2, -2) 8. (-2, -24), (-1, -12), (0, -6), (1, -3)
� � � �
9-5 Comparing Functions Intervention
9. The rocket club launched two model rockets straight up into the air. The height of
Rocket A can be modeled by the function y = –16x2 + 88x. The function that models Resources
the height of the Rocket B is shown in the table below. Compare the functions by
finding and interpreting maximums, x-intercepts, and average rates of change over Ready to Go On?
the x-interval [0, 2]. Intervention and
Time (seconds) x 0 1 2 3 4 Enrichment Worksheets
A: x-int. = 0, 5.5; max = 121;
avg. rate of chg. over [0, 2] = 64; Height (feet) y 0 80 128 144 128
Ready to Go On? Online
B: x-int. = 0, 6; max = 144; avg. rate of chg. over [0, 2] = 72. B is faster, will go
higher, and stays in the air longer than A.
Answers
5, 6. For graphs, see Additional
Answers.
Ready to Go On? 669
CS10_A1_MESE612225_C09RGb.indd 669
NO 2/10/11 6:19:39 AM
yes
Ready to Go On? Intervention, Section 9B

Ready to Go On? Worksheets Online Ready to Go On?
Intervention
Enrichment, Section 9B
Lesson 9-3 9-3 Intervention Activity 9-3
Diagnose and Worksheets
Lesson 9-4 9-4 Intervention Activity 9-4 Online
Prescribe Online
Lesson 9-5 9-5 Intervention Activity 9-5
Ready to Go On? 669

CHAPTER
chapter
Study Guide:
9 Review
Organizer Vocabulary
common ratio exponential growth
Objective: Help students compound interest geometric sequence
organize and review key concepts exponential decay half-life
and skills presented in this chapter. exponential function
Online Edition Complete the sentences below with vocabulary words from the list above.
Multilingual Glossary
1. 3, 6, 12, 24, ... is an example of a(n) ?
��
.
t
2. A(n) ? function has the form y = a(1 - r) , where a > 0.
��
Resources 3. In the formula a n = a 1r n-1, the variable r represents the ?
��
.
4. f (x) = 2 x is an example of a(n) ? .
��
Multilingual Glossary
Lesson Tutorial Videos 9-1 Geometric Sequences

EXAMPLE EXERCISES
Answers
1. geometric sequence � What is the 10th term of the geometric Find the next three terms in each geometric
sequence -6400, 3200, -1600, 800, …? sequence.
2. exponential decay Find the common ratio by dividing 5. 1, 3, 9, 27, … 6. 3, -6, 12, -24, …
3. common ratio consecutive terms.
3200 = -0.5 _ -1600 = -0.5 7. 80, 40, 20, 10, … 8. -1, -4, -16, -64, …
4. exponential function _
-6400 3200 9. The first term of a geometric sequence is 4 and
5. 81, 243, 729 a n = a 1r n-1 Write the formula. the common ratio is 5. What is the 10th term?
6. 48, -96, 192 a 10 = -6400(-0.5)10-1 Substitute.
10. What is the 15th term of the geometric sequence
= -6400(-0.5)9 Simplify.
4, 12, 36, 108, …?
7. 5, 2.5, 1.25 = 12.5
8. -256, -1024, -4096
9. 7,812,500
10. 19,131,876
CS10_A1_MESE612225_C09RV.indd 670 2/15/11 5:09:34 PM
670 Chapter 9
Answers
9-2 Exponential Functions 11. Yes; as the x-values change by
a const. amt., the y-values are
EXAMPLE EXERCISES multiplied by a const. amt.
� 12. No; as the x-values change by a
� Tell whether the ordered pairs (1, 4), (2, 16), Tell whether each set of ordered pairs satisfies an
� �
(3, 36), (4, 64) satisfy an exponential exponential function. Explain. const. amt., the y-values are not
� � � multiplied by a const. amt.
function. Explain. 11. (0, 1), (2, 9), (4, 81), (6, 729)
��
12. (-2, -8), (-1, -4), (0, 0), (1, 4) 13. y
x y As the x-values increase by a � � 4
1 4 constant amount, the
y-values are not multiplied by Graph each exponential function. 2
()
x
2 16 a constant amount. This 13. y = 4 x 1
14. y = _
4 x
3 36 function is not exponential. -4 -2 0 2
4 64
14. y
5
9-3 Exponential Growth and Decay 1 x

-2 0
EXAMPLE EXERCISES 2 4
The value of a piece of antique furniture has 15. The number of students in the book club is
�
15. y = 9(1.15)t; 24
been increasing at a rate of 2% per year. In increasing at a rate of 15% per year. In 2001,
there were 9 students in the book club. Write 16. y = 24,500(0.96)t; 3182
1990, its value was $800. Write an exponential
growth function to model the situation. Then an exponential growth function to model the
find the value of the furniture in the year 2010. situation. Then find the number of students in the
t
book club in the year 2008.
Step 1 y = a(1 + r) Write the formula.
t 16. The population of a small town is decreasing at a
y = 800(1 + 0.02) Substitute.
rate of 4% per year. In 1970, the population was
t
y = 800(1.02) Simplify. 24,500. Write an exponential decay function to
Step 2 y = 800(1.02)20 Substitute 20 for t. model the situation. Then find the population in
the year 2020.
≈ 1188.76 Simplify and round.
The furniture’s value will be $1188.76.
Study Guide: Review 671
M CS10_A1_MESE612225_C09RV.indd 671 2/15/11 5:09:36 PM

Answers
17. y x
-3 3
EXAMPLE EXERCISES
� Use the data in the table to describe how Graph each data set. Which kind of model best
Jasmin’s debt is changing. Then write a describes the data?
function that models the data. Use your � �
17. (-2, -12), (-1, -3), (0, 0), (1, -3), (2, -12)
function to predict Jasmin’s debt after 8 years. � �
-8 � �
18. (-2, -2), (-1, 2), (0, 6), (1, 10), (2, 14)
-10 Jasmin’s Debt � �
-12
+1
Years
1
Debt ($)
130 ×2

( 4 )(
1 , -1, - _
19.  -2, - _
2
()
1 , 0, -1 , 1, -2 , 2, -4 
) ( ) ( )

quadratic 2 260
+1 ×2 Look for a pattern in each data set to determine
18. y 3 520 which kind of model best describes the data.
14 +1 ×2
4 1040 � �
20. (0, 2), (1, 6), (2, 18), (3, 54), (4, 162)
� �
8 Jasmin’s debt doubles every year. � �
21. (0, 0), (2, -20), (4, -80), (6, -180), (8, -320)
For a constant change in time (+1), there is a � �
� �
x constant ratio of 2, so the data is exponential. 22. (-8, 5), (-4, 3), (0, 1), (4, -1), (8, -3)
-3 0 3 � �
y = ab x Write the general form.
23. Write a function that models the data. Then use
x
y = a(2) Substitute 2 for b. your function to predict how long the humidifier
linear 130 = a(2) 1
Substitute (1, 130) for x and y. will produce steam with 10 quarts of water.
19. 1
y a = 65 Solve for a.
x x Input and Output of a Humidifier
y = 65(2) Replace a and b in y = ab x.
-4 2 8
y = 65(2) Substitute 8 for x. Water Volume (qt) Steam Time (h)
-2
y = 16,640 Simplify with a calculator. 3 4.5
-4
Jasmin’s debt in 8 years will be $16,640. 4 6
5 7.5
exponential 6 9
20. exponential
21. quadratic
22. linear
23. y = 1.5x; 15 h
CS10_A1_MESE612225_C09RV.indd 672 2/15/11 5:09:37 PM
672 Chapter 9
Answers
24. The slope of Function 1 is  __ 4
7
 . The
__
2
slope of Function 2 is  5 . Function
EXAMPLE EXERCISES
1 is increasing at a greater rate.
Decide which linear function is increasing at a 23. Decide which linear function is increasing at a 25. Function 1 has a maximum value
greater rate. greater rate.
of 6. Function 2 has a maximum
• Function 1 has x-intercept 4 and • Function 1 has x-intercept –7 and y-intercept 4. value of 2. So Function 1 has the
y-intercept–2. • Function 2 includes the points in the table. greater maximum value.
• Function 2 includes the points in the table 26. The population of Bird B is
x 0 2 4 6
below. increasing more rapidly, but
y -8 -3 2 7 starts at a smaller population;
x -2 -1 0 1
Bird A: 44 birds per month; Bird
24. Use the given information to decide which
y -11 -6 -1 4
quadratic function has the greater maximum B: 372 birds per month.
value.
The points (4, 0) and (0, –2) are on the graph
0 – ( –2 ) 1 . The • Function 1: The function whose equation is
of Function 1. Its slope of is _ = _ y = –x2 + 4x + 2.
4–0 2
table for Function 2 shows that for each increase
• Function 2: The function whose graph is shown.
of 1 in the value of x there is an increase of 5
y
in the value of y. Its slope is 5. So, Function 2 is 2
increasing more rapidly.
1 x
EXAMPLE
Use the given information to decide which
quadratic function has the lesser minimum
value.
• Function 1: The function whose equation is

y = 3x2 – 12x + 1. 25. Michael is studying population changes in two
types of birds living on an island. Compare the
• Function 2: The function whose graph is
populations by finding and interpreting the
shown.
average rates of change over the interval [ 0, 18 ]
y
Bird A
Time (months) 0 6 12 18
2
Population
8.3 8.6 8.8 9.1
1 x (thousands)
Bird B
y = 3.6(1.06)x
The minimum value of Function 1 is –11. It can
be found by identifying the y-value of the vertex
of its parabola. The minimum value of Function
2 can be seen on the graph of the function; it is
–9. So, Function 1 has the lesser minimum value.
M CS10_A1_MESE612225_C09RV.indd 673 2/15/11 5:09:38 PM

CHAPTER
chapter
9
Organizer Find the next three terms in each geometric sequence.
300, 150, 75 -2500, 12,500, -62,500
1. 2, 6, 18, 54, … 162, 486, 1458 2. 4800, 2400, 1200, 600, … 3. -4, 20, -100, 500, …
Objective: Assess students’
mastery of concepts and skills in 4. Communication If school is cancelled, the school secretary calls 2 families. Each
this chapter. of those families calls 2 other families. In the third round of calls, each of the 4
families calls 2 more families. If this pattern continues, how many families are called
in the seventh round of calls? 128
Online Edition
() ()
x x
5. y = -2(4)
x
6. y = 3(2)
x 1
7. y = 4 _ 1
8. - _
2 3
Resources 9. A teacher is repeatedly enlarging a diagram on a photocopier. The function f (x) = 3(1.25)
x
represents the length of the diagram, in centimeters, after x enlargements. What is the
Assessment Resources
length after 5 enlargements? Round to the nearest centimeter. 9 cm
Chapte Tests
10. Chelsea invested $5600 at a rate of 3.6% compounded quarterly. Write a compound
4t
• Free Response interest function to model the situation. Then find the balance after 6 years.A = 5600(1.009) ; $6943.46
(Levels A, B, C)
11. The number of trees in a forest is decreasing at a rate of 5% per year. The forest
• Multiple Choice had 24,000 trees 15 years ago. Write an exponential decay function to model the
t
(Levels A, B, C) situation. Then find the number of trees now. y = 24,000(0.95) ; 11,119 trees
• Performance Assessment
Look for a pattern in each data set to determine which kind of model best describes the data.
� linear � � exponential �
12. (-10, -17), (-5, -7), (0, 3), (5, 13), (10, 23) 13. (1, 3), (2, 9), (3, 27), (4, 81), (5, 243)
Answers � � � �
5. y 14. Use the data in the table to describe how the bacteria population
1 x is changing. Then write a function that models the data. Use Bacteria Population
-4 -2 1 your function to predict the bacteria population after 10 hours. Time ( h) 0 1 2 3
x
-2 The bacteria pop. is tripling every hour; y = 6(3) ; 354,294
Bacteria 6 18 54 162
-4
15. Greta is measuring how much two different candles burn over time. Compare the two candles by
finding and interpreting slopes and y-intercepts. Candle 1: slope –4, y-intercept 6;
• Candle 1 was 6 inches tall and burned for 1.5 hours. Candle 2: slope –3, y-intercept 9;
• Candle 2 reached the heights at certain times shown in the table.
Candle 1 is burning faster and was
shorter than Candle 2.
Time ( hours) 0 0.5 1 1.5 2
Height (inches) 9 7.5 6 4.5 3
16. The information below models the population of fish living in two different lakes. Compare the
populations by finding and interpreting the average rates of change over the interval [ 0, 50 ].
Fish in Lake A The population of fish in Lake A is
increasing more rapidly, and starts
Time ( years) 0 10 30 50
with a larger population; Lake
Population (thousands) 32 33.3 36.1 39.1 A: 376 fish per month; Lake B: 142
birds per month.
Fish in Lake B
y = 45(1.007)x
6. y 8. y
x
CS10_A1_MESE612225_C09CT.indd 674 5 2/15/11 2:38:10 AM
-2 0 2 4
3
1 x -4
-4 -2 0
7. y
4
2
x
0 2 4
674 Chapter 9
CHAPTER
chapter
FOCUS ON SAT MATHEMATICS

Organizer
SUBJECT TESTS Objective: Provide practice for
Colleges use standardized test scores to confirm what You will need to use a calculator on the college entrance exams such as the
your academic record indicates. Because courses and SAT Mathematics Subject Tests. If you do
not already have a graphing calculator,
SAT Mathematics Subject Tests.
instruction differ from school to school, standardized
tests are one way in which colleges try to compare consider getting one because it may give
students fairly when making admissions decisions. you an advantage when solving some Online Edition
problems. Spend time getting used to
your calculator before the test.
You may want to time yourself as you take this practice test.
It should take you about 6 minutes to complete.
Resources
1. Which function models a population of 450 4. The third term of a geometric sequence is 32 College Entrance Exam
that is increasing by 2% per year? and the fifth term is 512. What is the eighth Practice
term of the sequence?
(A) y = 450(0.02)t
(B) y = 450(0.2)t
(A) 544 Questions on the SAT Mathematics
(B) 1232 Subject Tests (Levels 1 and 2) rep-
(C) y = 450(1.2)t resent the following math content
(C) 8192 areas:
(D) y = 450(1.02)t
(D) 32,768
(E) y = 450(0.98)t Level
(E) 2,097,152
1 2
2. Which data set is best modeled by an exponential

Number and
10–14% 10–14%
Operations
growth function? 5. A band releases a new CD and tracks its sales.
The table shows the number of copies sold Algebra and
(A) {(2, 12), (4, 23), (6, 33), (8, 40)} 38–42% 48–52%
each week (in thousands). Which type of Functions
(B) {(3, 0.1), (6, 0.2), (9, 0.3), (12, 0.4)} function best models this data?
Geometry and
38–42% 28–32%
(C) {(–1, 2), (0, 8), (1, 32), (2, 128)} Measurement
CD Sales
(D) {(–2, 12), (–1, 6), (0, 3), (1, 1.5)} Plane Euclidean 18–22% 0%
Week Copies Sold (thousands)
1 129.5 Coordinate 8–12% 10–14%
(E) {(0, 0), (1, 3), (2, 12), (3, 27)}
2 155 Three-dimensional 4–6% 4–6%
3 179.5 Trigonometry 6–8% 12–16%
3. Brandon has $1500 in his savings account. Under 4 203 Data Analysis,
plan A, he will increase his balance by $800 per 5 225.5 Statistics, and 6–10% 6–10%
year. Under plan B, he will increase his balance by 6 247
Probability
25% each year. To the nearest dollar, how much
more will he save with plan B after 10 years? Items on this page focus on:
(A) Linear function
(A) $383 • Algebra and Functions
(B) Quadratic function
(B) $2,476
(C) Exponential function
(C) $4,470
(D) Square-root function
(D) $6,392
(E) Absolute-value function
(E) $7,162
College Entrance Exam Practice 675
3. Students who chose B found the dif- 5. Students who chose A may have
CS10_A1_MESE612225_C09CP.indd 675
ference at the end of 9 years. Students thought the first differences were close
2017011 3:13:26 PM
1. Students who chose A used only the who chose D found the difference enough to being the same that a linear
percent increase as a base, instead of between plan A after 12 years and plan model would fit. However, there is a
adding that percent to 1. Students who B after 11 years. Students who chose constant second difference of 1, so a
chose E found the expression for a E found the difference at the end of 11 quadratic model is the best fit.
population decreasing by 2% per year. years.
2. Students who chose B may have con- 4. Students who chose B found the
fused the constant amount of increase eighth term of the arithmetic sequence
of a linear function with the constant with the same third and fifth terms.
percent of increase of an exponential Students who chose E found the ratio
function. Students who chose D might of a 5to a 3and used that as the com-
have recognized it as an exponential mon ratio for the sequence.
function, but failed to realize that it is a
decay function.
College Entrance Exam Practice 675

CHAPTER
chapter
9
Organizer
Any Question Type: Spatial Reasoning
Objective: Provide opportunities Some test questions include a three-dimensional figure. You must use spatial
to learn and practice common test- reasoning to correctly interpret the figure.
taking strategies.
Online Edition

Which of the following shows
This Test Tackler the top view of the solid figure?
focuses on how to
use spatial reason-
ing to answer questions that require
visualization of a solid figure. Before
you begin, show students, using a
three-dimensional model, the differ-
ent views of a solid figure.
Notice that the isometric drawing shows three sides of the figure: the top, front, and
right side. Use the isometric drawing to make a foundation plan of the figure.
Count the number of cubes at the widest part

of the figure and at the longest part of the figure.
The widest part is 3 cubes across.

The longest part is 4 cubes deep.
Draw a 3-by-4 grid.
Each cube on the bottom level of the figure

corresponds to a square on the grid.
Start at the front of the figure. Shade in each

square of the grid that corresponds to a cube
on the bottom level of the figure.
Using the foundation plan, you can see that choice B shows the top view of the solid.
CS10_A1_MESE612225_C09TT.indd 676 2/15/11 2:17:04 AM
676 Chapter 9
Imagine that you are stacking blocks to help you
to visualize the solid figure. Each square shown in
Item B Answers
Short Response The drawing shows a
the drawing represents a face of one block. 1. 3 cubes; the top view shows
foundation plan of a solid figure made of
3 squares.
stacked cubes. The numbers in the squares
Read each test item and answer the questions identify the number of cubes in each stack. Draw 2. 3 cubes; the front view shows
that follow. a three-dimensional view of this solid figure. 3 squares.
3. 3 cubes; the front view and the
Item A 2 4 6
right side view both show a
Multiple Choice Which solid is represented 2 2 3
by these top, side, and front views? maximum of 3 cubes stacked.
2 1 1 4. B
5.
5. Draw the top view of the figure.
/« ÀÌ ,}ÌÊÃì 6. If you were to look at the figure from the
right or from the front, how many cubes high 6. 6 cubes; the greatest number in
is the highest stack? Explain how you know.
the foundation drawing is 6.
7. A student drew this figure
7. No; the drawing should be
as his response. Do you
rotated so that the highest stack
agree that this is the
correct drawing? If so, is at the back right corner of the
explain how you know. figure.
If not, what did the 8. 9 cubes
student do wrong?
9. 3 2 2 1 1
2 1 1
1
Item C
Short Response Draw 10. No; I would place another
the top view and front view square between the column with
of the solid figure. 3 squares and the column with
1 square.
11. The tallest is 3 cubes high and
8. If you look down on the figure, how many
cubes do you see? the shortest is 1 cube high.
1. How many cubes can you see if you are
12.
looking down on the figure? How do you 9. Create a base plan or foundation plan for
know? the figure.
2. How many cubes can you see if you are 10. Nolan drew his version of the
looking at the front of the figure? How do top view of the figure. Is he
you know? correct? If not, show how you
would change his drawing so
3. How many cubes high is the highest stack of
that it is correct.
the figure? Explain how you know.
11. If you look at the figure from the front, how
4. Using your answers from Problems 1–3, what
tall is the highest stack of cubes and how
is the correct answer choice?
short is the shortest stack of cubes?
12. Draw the front view of the figure.
Test Tackler 677
Answers to Test Items

A. B
M CS10_A1_MESE612225_C09TT.indd 677 2/15/11 2:17:13 AM
B. See answer to Problem 7.

C. See answers to Problems 10 and 12.
Test Tackler 677

CHAPTER
chapter
State Test Practice
9
Organizer
Objective: Provide review
CUMULATIVE ASSESSMENT
and practice for this chapter and Multiple Choice 4. Which rule can be used to find any term in the
standardized tests. sequence 8, 4, 2, 1, …?
1. A sequence is defined by the rule a n = -3(2)n-1.
() ()
n
What is the 5th term of the sequence? 1 1 n-1
an = 8 _ an = _
Online Edition 5 2 2
-30
()
n-1
a n = 2(1)
n 1
an = 8 _
-48 2
Resources -216 5. Jerome walked on a treadmill for 45 minutes at a
speed of 4.2 miles per hour. Approximately how
Assessment Resources 2. Which could be the graph of y = -2 x? far did Jerome walk?
Chapter Cumulative Test 1.89 miles
2.1 miles
3.15 miles
State Test Practice
5.6 miles
6. What is the solution to the system of equations

below?
 2x - y = 2
 y = 3x - 5

(4, 6) (2, 1)
(3, 4) (0, 2)
7. What is the complete factorization of 2x 3 + 18x?

2x(x 2 + 9)
2x(x + 3)2
2x(x + 3)(x - 3)
2(x 3 + 18)
3. What is the slope of the line described by
4x - 3y = 12? 8. Which ordered pair lies on the graph of
y = 3(2)x+1?
4
3 (-1, 0) (1, 12)
4
_ (0, 9) (3, 24)
3
3
-_
4
Answers 9. B
1. C
CS10_A1_MESE612225_C09PP.indd 678
10. F 2/15/11 4:47:51 PM
2. G 11. 5033
3. C 12. 2
4. J 13. 272
5. C 14. 19.21
6. G 15a. exponential; y = 3 x-1
7. A b. 19,683
8. H
678 Chapter 9
When a test item gives an equation to be solved,
it may be quicker to work backward from the
Short Response Short-Response Rubric
answer choices by substituting them into the 15. The table shows the number of people newly Items 15–16
equation. If time remains, check your answer by infected by a certain virus with one person as the
solving the equation. original source. 2 Points = The student’s answer is
an accurate and complete execu-
Week 1 2 3 4 5 6 7 tion of the task or tasks.
9. Simplify the expression 4 (2d -1) -6d. Newly Infected
1 3 9 27 81 243 729 1 Point = The student’s answer con-
People
2d tains attributes of an appropriate
2d - 4 a. Is the data set best described by a linear response but is flawed.
-4d + 3 function, a quadratic function, or an 0 Points = The student’s answer
exponential function? Write a function to
2d - 1 contains no attributes of an appro-
model the data.
priate response.
b. Use the function to predict the number of
10. Which is an arithmetic sequence? people that will become infected in the 10th
I 3, 6, 9, 12, 15, … week. Show your work.
II 1, 10, 100, 1000, …
Extended-Response
III 4000, -2000, 1000, -500, … 16. Ella and Mia went on a camping trip. The total Rubric
cost for their trip was $124, which the girls Item 17
I only divided evenly. Ella paid for 4 nights at the
II and III campsite and $30 for supplies. Mia paid for 2 4 Points = The student writes the
I and III
nights at the campsite and $46 for supplies. correct equation in part a, creates
a. Write an equation that could be used to find the correct table of values and
III only the cost of one night’s stay at the campsite. graphs the points correctly in part
Explain what each variable in your equation
b, explains how to use the equa-
Gridded Response represents.
tion and finds correct answer in
x
11. The function f(x) = 30,000(0.8) gives the value b. Solve your equation from part a to find the cost
of one night’s stay at the campsite. Show your
part c, and explains how to use
of a vehicle, where x is the number of years after
purchase. According to the function, what will work. the graph to verify the algebraic
be the value of the car in dollars 8 years after answer in part d.
purchase? Round your answer to the nearest Extended Response 3 Points = The student writes the
whole dollar.
17. Regina is beginning a training program to correct equation in part a, creates
prepare for a race. In week 1, she will run 3 miles the correct table of values and
12. The graph of f(x) is shown below. How many during each workout. Each week thereafter, she
zeros does f(x) have? graphs the points in part b, finds
plans to increase the distance of her runs by 20%.
the correct answer in part c but
y a. Write an equation to show the number of miles
4 does not explain how to use the
Regina plans to run during her workouts each
week. Use the variable n to represent the week equation, and somewhat explains
x number. how to use the graph to verify the
-4 4
b. Make a table of values to show the distances algebraic answer in part d.
of the runs in Regina’s workouts for the first 2 Points = The student writes the
-4 6 weeks. Round each distance to the nearest
hundredth of a mile. Then graph the points.
equation with a minor error in
part a, creates a table of values
13. Rosalind purchased a sewing machine at a c. Explain how to use your equation from part a
to determine how many miles Regina will run and graphs the points (wrong, but
20%-off sale. The original selling price of the
during each workout in week 8. Then find this correct for their equation) in part b,
machine was $340. What was the sale price in
dollars? number. explains how to use the equation
d. Explain how to the use your graph from part b and finds an answer in part c, and
14. Two planes leave an airport, one heading due to determine how many miles Regina will run explains how to use the graph to
north and the other heading due west. After during each workout in week 8. How does the verify their answer in part d.
several minutes, the first plane is 12 miles graph verify the answer you found in part c?
north of the airport, and the second plane is 15 1 Point = The student writes a com-
miles west of the airport. Estimate the distance pletely incorrect equation in part a
between the two planes to the nearest hundredth and attempts to answer all parts,
of a mile. but struggles because part of their
equation doesn’t make sense.
0 Points = The student does not
Standardized Test Prep 679
attempt all parts of the problem.
Answers y
16a. 4n + 30 = 2n + 46; n represents the 6

M CS10_A1_MESE612225_C09PP.indd 679 2/15/11 4:47:58 PM
cost of one night’s stay at the campsite. 4

b. $8.00 2
17a. y = 3(1.2)n-1 x
0
b. 2 4 6

Week 1 2 3 4 5 6
c. Use n = 8 in the equation from part a;
Length of 10.75 mi
3.00 3.60 4.32 5.18 6.22 7.46
Run (mi) d. Draw a smooth curve through the
points. Use the curve to estimate the
y-value when n = 8. This y-value is
between 10 and 11, which verifies the
answer to part c.
Standardized Test Prep 679

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Pacing Guide for 45-Minute Classes Calendar Planner®

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9-1 Lesson Connecting Algebra 9-3 Lesson Extension 9-4 Lesson

Assess Before the Chapter

Before Every Lesson

During Every Lesson

After Every Lesson

Before Chapter Testing

Ready to Go On? SE Ready to Go On? Intervention

Before High Stakes Testing

After the Chapter

Before the Lesson Practice the Lesson

Extend Chapter Resources

Technology Highlights for the Teacher

Reaching All Learners 9

All Learners On-Level Learners

Technology Highlights for Reaching All Learners

Assessing Prior Knowledge Lesson Assessment

Technology Highlights for Assessment

A Chapter Test A Chapter Test

C Chapter Test C Chapter Test

Multiple Choice FREE RESPONSE PERFORMANCE ASSESSMENT

B Chapter B Chapter Chapter Test

CS10_A1_MEAR710303_C09MCCT.indd 170 3/26/11 4:52:58 AM CS10_A1_MEAR710303_C09FRT.indd 176 3/30/11 11:42:39 AM

9-2 Exponential Functions F.IF.7e

model real-world col- 9-3 Exponential Growth and

Ext Patterns and Recursion F.IF.3

9-4 Linear, Quadratic, and

Functions, Models, and Ext Linear and Nonlinear Rates of

9-5 Comparing Functions F.IF.9

Chapter Project Online

Chapter Project Project Resources

Lesson Tutorial Videos are Chapter Project Online

Squares and Square Roots

Multiply Monomials and Polynomials

Multiply. 10m - 15 24x 2 + 27x 6t 2 - 2t 16r 2 - 20r

Exponential Functions 615

Are You Ready? Intervention, Chapter 9

Pythagorean Theorem Skill 31 Activity 31

Are You Ready? 615

will learn in this chapter.

4. Simple interest calculates inter-

Sample Flash Card

Lesson 9-1 Geometric Sequences Required

Lesson 9-2 Exponential Functions Required

Selected Answers in Student Edition

GEOMETRIC SEQUENCES AND

For a > 0, the range of an exponential function is all

When the domain is restricted to the whole numbers,

To find a term in a geometric sequence, multiply the previous term by r.

Also available online Finding a Term of a Geometric Sequence

EXAMPLE 1 Extending Geometric Sequences

__3 = 3 __9 = 3 ___

618 Chapter 9 Exponential Functions

CC.9-12.F.LE.2 Distinguish between E X P L O R AT I O N

Find the next three terms in each geometric sequence.

3 = 3 9 = 3 ___

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the reasoning of others. Exercises 37, 44 a0

Look for and make use of structure. a0

lengths: 16, 8, 4, 2; common ratio:  __