Exponential vs.
Power TEACHER NOTES
MATH NSPIRED
Math Objectives
For positive values of x, students will identify the following behaviors
of exponential and power functions:
For large x a x-values, exponential functions of the form
y ax grow faster than power functions of the form y xa .
For particular x-values, power and exponential functions can be
equivalent.
On certain intervals, power functions can have greater value than
exponential functions. TI-Nspire™ Technology Skills:
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Vocabulary document
exponential function Open a document
power function Move between pages
exponent Grab and drag a point
base Use a minimized slider
About the Lesson Tech Tips:
This lesson involves comparing rates of growth between the Make sure the font size on
exponential function f x a and the power function g(x) x a
x your TI-Nspire handheld is
set to Medium.
for positive x-values.
You can hide the entry line by
As a result, students will:
pressing / G.
Compare the discrete value of these functions for a = 2, 3, 4,
and 5 as x moves along a number line from 1 to 5.
Compare the graphs of the functions for a = 2, 3, 4, and 5 as
Lesson Materials:
x moves along the x-axis.
Student Activity
TI-Nspire™ Navigator™ System Exponential_vs_Power_Student.
Use Quick Poll to assess students’ understanding throughout the pdf
activity. Exponential_vs_Power_Student.
Use Live Presenter for student demonstrations. doc
Use Screen Capture to examine patterns that emerge. TI-Nspire document
Use Teacher Software to review student documents.
Exponential_vs_Power.tns
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©2011 Texas Instruments Incorporated 1 [Link]
Exponential vs. Power TEACHER NOTES
MATH NSPIRED
Discussion Points and Possible Answers
Tech Tip: If students experience difficulty dragging a point, check to make
sure that they have moved the cursor until it becomes a hand ( ÷) getting
ready to grab the point. Then press / x to grab the point and close
the hand ({).
TI-Nspire Navigator Opportunity: Live Presenter
See Note 1 at the end of this lesson.
Teacher Tip: Since there is some intentional mathematical ambiguity in
question 1, consider working through it as a class.
Move to page 1.2.
1. Compare the functions f (x) a x and g(x) x a when a = 2 by
dragging point x along the number line.
a. As x increases, which function appears to grow faster?
Sample answer: It is difficult to tell for these values alone. There are times when
the power function is greater, when the exponential function is greater, and even
when they are equal.
b. For what x-values, if any, are the functions 2 x and x2 equal?
Answer: They are equal for x = 2 and x = 4.
2. Explore several different a-values using ∆ and ∇. As you do so, continue to drag point x
along the number line.
a. As x increases, does the exponential function or the power function appear to grow
faster?
Answer: Regardless of the base, students should see that sometimes the power
function is greater, and sometimes the exponential function is greater.
©2011 Texas Instruments Incorporated 2 [Link]
Exponential vs. Power TEACHER NOTES
MATH NSPIRED
b. For what x-values, if any, are the functions equal? Summarize your results in the
table below.
Answer:
Base x-values
2 2, 4
3 3
4 2, 4
5 5
TI-Nspire Navigator Opportunity: Screen Capture
See Note 2 at the end of this lesson.
Move to page 2.1.
3. Drag the point x on the arrow to the right to produce two graphs,
one solid and one dashed.
a. Identify which graph represents the exponential function f (x)
2x and which graph represents the power function g(x) x 2 .
Justify your answer.
Answer: The solid graph represents f (x) 2x and the dashed is g(x) x2 . Students
should notice that x2 2x between x = 2 and x = 4. Likewise, when x > 4, x2 2x .
b. As x increases, does the exponential function or the power function appear to grow
faster?
Sample answer: As x grows larger, sometimes the power function is greater and
sometimes the exponential function is greater.
c. For what x-values greater than 0, if any, are the functions equal?
Answer: The functions are equal at x = 2 and x = 4.
©2011 Texas Instruments Incorporated 3 [Link]
Exponential vs. Power TEACHER NOTES
MATH NSPIRED
d. Are there any other x-values for which the two functions are equal?
Sample answer: Students should notice that there will not be another positive
value where the functions intersect, but some might notice that the functions
intersect for a negative x-value.
TI-Nspire Navigator Opportunity: Live Presenter, Quick Poll (Open Response), and Screen
Capture
See Note 3 at the end of this lesson.
Teacher Tip: Students should share their conjectures as a class and
decide if there is a negative x-value for which the two functions are equal.
Teacher Tip: For larger base values, the negative x-values may be more
difficult to see. This can elicit discussion as to what occurs when x is
negative in each function.
4. Explore several different a-values using ∆ and ∇. As you do so, continue to drag point x
along the number line.
a. Complete the table below for x > 0.
Answers:
a Interval(s) where ax < xa Interval(s) where ax > xa
2 2 x 4 or (2, 4) 0 x 2, x 4 or 0, 2 U 4,
3 2.48 x 3 or (2.48, 3) 0 x 2.48, x 3 or 0, 2.48 U 3,
4 2 x 4 or (2, 4) 0 x 2, x 4 or 0, 2 U 4,
5 1.76 x 5 or (1.76, 5) 0 x 1.76, x 5 or 0,1.76 U 5,
Teacher Tip: For values of a > 2, it may be difficult for students to
determine the answers. Students may have to move the x value slowly in
order to watch the values on the left.
b. In general, for large values of x, which increases faster: an exponential function or
a power function?
Answer: An exponential function increases faster for larger x-values.
©2011 Texas Instruments Incorporated 4 [Link]
Exponential vs. Power TEACHER NOTES
MATH NSPIRED
Teacher Tip: Students should share their conjectures as a class and
discuss, as a class, that for even a-values there will be another intersection
point, but for odd a-values there are none due to the shapes of the graphs.
Teacher Tip: You may want to discuss with your students that in the case
x
of exponential functions of the form a , large x-values need only be
greater than a. That is, once x a you have a x . For example, 4 is a
x a
large number for f (x) 2x but not for g(x) 5x .
TI-Nspire Navigator Opportunity: Quick Polls (Open Response) and Screen Capture
See Note 4 at the end of this lesson.
5. You plan to invest money for x number of years. You get to choose whether your interest is
calculated using the function f (x) 4x or g(x) x 4 . Which would you choose and why?
Sample answers: Students should answer that if the money will be invested between 0 and 2 years
then f (x) 4x would be better. If the money is invested for exactly 2 years, both functions are
equally good. If the money will be invested between 2 and 4 years, then g(x) x 4 would be better. If
the money is invested for exactly 4 years, both functions are equally good. If the money will be
invested for more than 4 years, then f (x) 4x is best.
Wrap Up
Upon completion of the discussion, the teacher should ensure that students understand:
Exponential functions grow faster than power functions for large x-values.
Power and exponential functions can be equal for particular x-values.
Power functions can actually be greater than exponential functions on some intervals.
Assessment
Question 5 could be used as an assessment item.
TI-Nspire Navigator
Note 1
Start of Lesson, Live Presenter: Live Presenter can be used to have a student or the
teacher demonstrate how to drag and move the point x along the number line.
©2011 Texas Instruments Incorporated 5 [Link]
Exponential vs. Power TEACHER NOTES
MATH NSPIRED
Note 2
Question 2b Screen Capture: Take a Screen Capture of page 1.2 where students are on
different a-values. As a class, discuss the various cases that occur.
Note 3
Question 3 Live Presenter, Quick Poll (Open Response), and Screen Capture: Live
Presenter can be used to show students how to grab and drag the point x as well as to
identify which graph is the exponential function and which graph is the power function.
Send an Open Response Quick Poll, asking students to submit their answers to questions
3c and 3d.
If students have difficulty identifying where the functions are equal, take a Screen Capture
of page 2.1. As a class, discuss the x-coordinates of the points of intersection indicate when
the functions are equal.
Note 4
Question 5 Quick Polls (Open Response) and Screen Capture: Send an Open
Response Quick Poll, asking students to submit their answer to question 5.
Take a Screen Capture of page 2.1. As a class, have students justify their answer.
©2011 Texas Instruments Incorporated 6 [Link]
