Ninth Grade · Math · week 19

Graphing exponential functions

Graph y = a·b^x, identify key features (intercept, asymptote, increasing/decreasing), and compare exponential to linear growth.

Every exponential function y = a·b^x (with a > 0, b > 0, b ≠ 1) shares the same skeleton: the y-intercept is a (since b^0 = 1), the graph never touches the x-axis - that line, y = 0, is called a horizontal asymptote, a boundary the curve approaches forever without reaching - and the whole graph stays positive. If b > 1 the graph climbs (growth); if 0 < b < 1 it falls toward the asymptote (decay).

Race an exponential against a linear model with a big head start, and the exponential always wins eventually - not usually, ALWAYS, as long as its base is bigger than 1. Linear growth adds the same amount each step; exponential growth multiplies, and multiplication compounds on top of itself in a way addition never does. No matter how far behind it starts, repeated multiplying overtakes repeated adding.

📋 For the grown-up teacher
Teach it (10–15 min):
  • Build the table together and physically watch the ratio between consecutive y-values stay constant (always ×2, or ×3) - that constant ratio IS the definition of exponential.
  • Name the asymptote out loud as "the line the graph is scared to touch" - never zero, always approaching.
  • Run the race concretely: pick a linear model with a 1000-point head start and find (by table or calculator) about where the exponential passes it.
  • Watch for the classic mix-up: b > 1 grows, but a LARGER a just starts higher - it does not change growth vs. decay shape.
Talk about it:
  • What single number in y = a·b^x tells you the y-intercept, and which tells you growth vs. decay?
  • Why can the graph get closer and closer to y = 0 without ever touching it?
  • Why is "eventually" the key word when comparing exponential and linear growth?

Mastery looks like: They can read intercept/asymptote/growth-or-decay directly from y = a·b^x and explain why exponential growth eventually overtakes any linear model.

Common stumbles: Confusing a (the intercept) with b (the growth factor); thinking a linear head start can outlast exponential growth if it is big enough.

Homework for this lessonType it, write it with a stylus, or print it for pencil & paper.open →
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