Unit 6 | Exponential Functions

Vocabulary

Common Core State Standards Discussed:

A.CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

A.SSE.A.1 Interpret expressions that represent a quantity in terms of its context.★ 

a. Interpret parts of an expression such as terms, factors and coefficients. 

b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.

F.IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★

F.IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.★

F.IF.B.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.★

F.IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.★  Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

F.IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

F.BF.1 Write a function that describes a relationship between two quantities.★

a.  Determine an explicit expression, a recursive process, or steps for calculation from a context.

F.BF.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.★

F.LE.A.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.

a.  Prove that linear functions grow by equal differences over equal intervals; and that exponential functions grow by equal factors over equal intervals.

b.  Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

c.  Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

F.LE.A.2 Construct linear and exponential 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).

F.LE.B.5 Interpret the parameters in a linear or exponential function in terms of a context.